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Counselling Psychology Quarterly Volume 24, 2011 - Issue 1
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Original Articles

Positive and problematic dissertation experiences: The faculty perspective

Sarah Knox Department of Counselor Education and Counseling Psychology, College of Education, Marquette University, Milwaukee, WI 53201-1881, USACorrespondence[email protected]
,
Alan W. Burkard Department of Counselor Education and Counseling Psychology, College of Education, Marquette University, Milwaukee, WI 53201-1881, USA
,
Julie Janecek Department of Counselor Education and Counseling Psychology, College of Education, Marquette University, Milwaukee, WI 53201-1881, USA
,
Nathan T. Pruitt Department of Counselor Education and Counseling Psychology, College of Education, Marquette University, Milwaukee, WI 53201-1881, USA
,
Shauna L. Fuller Department of Counselor Education and Counseling Psychology, College of Education, Marquette University, Milwaukee, WI 53201-1881, USA
&
Clara E. Hill Department of Psychology, University of Maryland, College Park, MD 20742, USA
Pages 55-69 | Received 27 Oct 2009, Accepted 17 Feb 2011, Published online: 08 Apr 2011

Citations (8)

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Read on this site (3)

Peggy C. Holzweiss. (2023) The challenges and trade-offs of supporting doctoral student writing: A case study of faculty experiences. Innovations in Education and Teaching International 60:2, pages 286-296.
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StephanieB. King & FrankieK. Williams. (2014) Barriers to Completing the Dissertation as Perceived by Education Leadership Doctoral Students. Community College Journal of Research and Practice 38:2-3, pages 275-279.
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Alan W. Burkard, Sarah Knox, Terri DeWalt, Shauna Fuller, Clara Hill & Lewis Z. Schlosser. (2014) Dissertation experiences of doctoral graduates from professional psychology programs. Counselling Psychology Quarterly 27:1, pages 19-54.
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Articles from other publishers (5)

Ane Turner Johnson & Monica Reid Kerrigan. (2021) Emergency methodological pivots: a situational analysis of doctoral candidates’ research engagement during crisis in the United States. Studies in Graduate and Postdoctoral Education 13:1, pages 74-89.
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M. Valdés Díaz & J. López-Cepero Borrego. (2019) Precursores de la satisfacción con el Trabajo de Fin de Grado (TFG) en estudiantes de Psicología de la Universidad de Sevilla. REDU. Revista de Docencia Universitaria 17:2, pages 143.
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P. Haag, R. Shankland, E. Osin, É. Boujut, F. Cazalis, A.-S. Bruno, P. Vrignaud & M.-C. Gay. (2018) Stress perçu et santé physique des doctorants dans les universités françaises. Pratiques Psychologiques 24:1, pages 1-20.
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Spencer C. Evans, Christina M. Amaro, Robyn Herbert, Jennifer B. Blossom & Michael C. Roberts. (2018) "Are you gonna publish that?" Peer-reviewed publication outcomes of doctoral dissertations in psychology. PLOS ONE 13:2, pages e0192219.
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Patricia A Joyce. (2015) “The thing itself”: Using literary criticism techniques in teaching qualitative research through dissertation advising. Qualitative Social Work 15:3, pages 407-413.
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