Positive and problematic dissertation experiences: The faculty perspective

Abstract

We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors’ roles involved guiding/facilitating dissertations and helping students shape research ideas; students’ roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students’ low research capability; such dissertations negatively affected participants.

Keywords:

• research training
• dissertation
• advising

Acknowledgments

The order of the second to fourth authors is alphabetical; all contributed equally to this project. We thank Beth Bayham, Laura Hartmann, Joanna Love, Diana Mack, Kristin Michaelson, Darcie Rowe, and Beth Sleeper for transcribing the interviews. We also thank Shirley A. Hess for reading an earlier draft of this article.