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Synthesis Paper - Researcher Skills Brittanie Waldrop College of Doctoral Studies, Grand Canyon University EDL-861: Analysis of Educational Research Dr. Gayle Grant December 13th, 2023 1

Synthesis Paper - Researcher Skills In a doctoral program, students are required to complete a dissertation—an organized piece of writing that forms a logical argument about a specific problem. Crafting a formidable dissertation is perhaps one of the most challenging, yet important tasks that a doctoral learner must undertake to obtain his or her degree and be considered an expert in the field. A dissertation validates that a student can participate in the academic research process by identifying their own area of interest, exploring a topic extensively, solely managing a research process, defining questions, and utilizing effective research tools. Successfully completing a dissertation permits students to converse with other scholars and offer realistic and effective solutions to field study dilemmas. To complete a dissertation, students must possess the necessary skills to research and present information in a clear and organized manner. Lindsay (2015); Lee, et al. (2020); and Klocko, et al. (2015) detail research skills required to finalize a dissertation: Self-motivation, student-faculty relationships, and the presence of high academic writing skills. Self-Motivation Self-motivation plays a vital role in finishing the dissertation process. Motivation varies from person to person and Lindsay (2015) discovered that fortitude, goal-setting, endurance, and self-belief are imperative to a student's self-motivational development when working on a dissertation. Lee, et al. (2020) believes that self-efficacy can alter a student's own progress via self-destructive and/or over-achievement thoughts and is also correlated to the aforementioned motivation factors. Self-efficacy, personal aptitudes, and coping skills impact the progression of a dissertation. Having high self-efficacy intensifies self-motivation by allowing for reflection on ability, behavior, and environment. Klocko, et al. (2015) states that scholars who develop their 2

writing skills early are more likely to feel competent in completing their doctoral course work than those with poor writing skills. Intrinsic motivation is not the only influence affecting the completion of the doctoral process—external rewards can also be a gamechanger. Lee, et al. (2020) notes that extrinsic motivational factors beyond the earned degree help students succeed in doctoral course work. These extrinsic motivational factors such as gaining critical thinking skills and expert knowledge take time and effort but also have a significant impact on doctoral degree completion. Klock, et al. (2015) further states that for students to become critical writers and develop a dissertation, they must generate an unbiased worldview that aids objective research. Furthermore, Lindsay (2015) indicates that scholars who possess superb organizational skills regarding self-discipline and time management, were more driven to accomplish their dissertation. Likewise, students who were perfectionists or who felt apprehensive experienced low levels of motivation when crafting their thesis. Overall, successful students are confident in their ability to conduct research and display their findings via scholarly writing. Student-Faculty Relationships Student-faculty relationships also play a vital role in dissertation completion. Lee, et al. (2020) explains that the biggest reason for an incomplete student thesis was a lack of support from faculty. This is particularly relevant when considering novice students who are just starting their doctoral journey. Having sturdy support from faculty helps scholars handle the strenuous demands and expectations of the dissertation process. Lee, et al. (2020) confirms that student- faculty relationships influence future enrollment within the doctoral program; i.e. the student satisfaction correlates to positive recommendations of the program to other potential candidates. Lindsay (2015) highlights the significance of faculty support to decrease the anxiety, stress, and 3

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uncertainty that students often experience during the prolonged dissertation process. These feelings are typically connected to major challenges, such as finding time to balance school, work, and everyday life. Klocko, et al. (2015) also discusses the need for faculty to efficiently instruct and advise students on how to handle this balancing crisis. Faculty are often expected to support doctoral students as they form their professional identities; thus, they must provide clear, consistent, and constructive feedback when it is needed. How this feedback is threaded between student and faculty significantly influences student doctoral success. In fact, faculty feedback can either build or destroy a student's confidence. Lindsay (2015) notes that feedback must be beneficial, timely, and evocative so students believe their instructor is confident in the student’s ability to construct a scholarly thesis. This, in turn, helps build confidence and reduce anxiety which aids students completing the doctoral program. Klocko, et al. (2015) suggests that faculty members should offer feedback to students regularly as a way of providing continuous support. Furthermore, program expectations and feedback should be consistent across faculty members to ensure that students are not getting mixed signals and opposing suggestions. When feedback is unclear students may become irritated and nervous which will hinder their degree completion. Mentoring and faculty support empowers doctoral students to self-sufficiently conduct, examine, and present research in an organized dissertation paper. Scholarly Writing Skills In the world of education, excellent writing skills are crucial to success. High writing expectations connected to the dissertation development often present difficult challenges for doctoral students. Klocko, et al. (2015) details two specific factors that directly impact students during the dissertation process: unclear assignment expectations and poor or underdeveloped writing skills. Traditionally, writing expectations in undergraduate programs differ from the 4

programs associated with graduate degrees; thus, making written academic success unfathomable, at first, to most young doctoral scholars. Lindsay (2015) notes that, in most cases, students learn writing skills according to discipline styles. Having varying expectations for writing and minimal support may cause students to doubt themselves, resulting in lower scores on their assignments and, possibly failing to graduate from the program. It is vital for doctoral programs to improve students writing skills before and during the dissertation process. Lindsay (2015) suggests that writing skills be maintained throughout the doctoral journey. Most professors defer writing until absolutely necessary but this can cause students to be unprepared when the time comes. Klocko, et al., (2015) emphasizes that faculty play an important role in enhancing student writing skills and confidence. Additionally, studies show that peer editing has an optimistic impact on the improvement of one’s writing skills. Getting additional feedback from peers permits students to obtain an informal opinion on their assignments which will help lessen the anxiety related to a formal critique. In terms of distance learning, Lee, et al. (2020) explains that regardless of the different challenges that arise in the online environment, relationships should remain strong and intact throughout. Online instructors must guarantee that they are offering routine instruction in the doctoral writing process while still providing opportunities for peer interaction and conferences. Intense focus on the writing process from an academic standpoint is crucial during the doctoral journey if one wishes to write an impressive dissertation or capstone. Conclusion The themes presented within articles present various factors that impact how successful students are throughout the dissertation process. Themes such as self-motivation, student-faculty relationships, and academic writing skills were discussed. Self-motivation and behavior plays a 5

key role in successfully completing a dissertation (Lindsay, 2015). Moreover, supporting individal domains within doctoral writing will help raise a scholar’s intrinsic motivation. Student-faculty relationships have a significant impact on a student's self-confidence throughout their degree program. When faculty is supportive and offers constructive feedback in a timely manner, students are more likely to respond positively and take pride in their work (Lee, et al., 2020). Finally, students ought to obtain constant support when looking to improve their writing skills to draft a quality dissertation. Having instructors who care and are willing to help students remain motivated for the long haul as well as educate them on the high writing expectations that are required throughout their program of study. 6

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References Klocko, B. A., Marshal, S. M., & Davidson, J. F. (2015). Developing practioner-scholar doctoral candidates as critical writers. Journal of Higher Education Theory and Practice, 15 (4), 21-31. Lee, H., Chang, H., & Bryan, L. (2020). Doctoral students' learning success in online-based leadership programs: Intersection with technological and relational factors. International Review of Research in Open and Distributed Learning, 21 (1), 61-81. Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20 (2), 183-196. 7

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