Kay Guccione Researcher Mentoring & Coaching ++ Thesis Coaching: enhancing PhD thesis submission...
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Transcript of Kay Guccione Researcher Mentoring & Coaching ++ Thesis Coaching: enhancing PhD thesis submission...
Kay GuccioneResearcher Mentoring & Coaching
++ Thesis Coaching: enhancing PhD thesis submission rates through learning conversations
UG/M
BACKGROUND
++ The research career pipeline
PhDpost-doc
academic
FT 3+1
Prior focuses on student demographics: M/F, FT/PT, nationality, discipline etc
(Seagram, 1998; Wright & Cochrane, 2000)
Review of impact factors (Latona & Browne, 2001)
1. Institutional / environmental2. Supervisory arrangements3. Student cohorts and characteristics
BACKGROUND
++ Finishing on time matters
Financial penalties (future funding)
Research Excellence Framework
Research academy or centre status
Costs on supervisor and resources
Reputational risks – competitive business environment
International league tables
Postgraduate Research Experience Survey
The most vulnerable – the doctoral researcher
Longer = less likely to complete
Writing is an emotional process (Wellington, 2010; Baptista, 2013; Cotterall, 2013; Jairam and Kahl, 2012; Kearns et al, 2008 )
A NOVEL STUDY
++ stressfully unable to make progress
Dealing only with stumped students close to their deadline
Finding solutions not just looking for barriers
Via 1:1 coaching conversations making time for reflection, learning and planning
Coaching is the learning event… and the research method
METHODOLOGY
++ solutions focused approach
30 students 8 x 1h
coaching conversations over 16 weeks
GROUP INDUCTION TO A WRITING COMMUNITY
EVALUATION FORM & FOLLLOW UP INTERVIEWS
OBJECTIVE SETTING
O'Connell (1998)
A refusal to focus on a ‘problem story’ and constant search for solution
Focus on what you have got and can do
RESULTS
++ barriers to completion
(B) Lack of confidence &
associated self
sabotage
(A) Unclear expectations and lack of
defined goals
Kearns et al (2008)
RESULTS
++ barriers to completion
(C) Isolation in the academic environment
(B) Lack of confidence &
associated self
sabotage
(A) Unclear expectations and lack of
defined goals
Kearns et al (2008)
RESULTS
++ barriers to completion
“Little things build up into big
questions, long emails, that there
isn’t enough time to even write down. A chat as you come in
in the morning would solve this.””I will start it. I just
need to read more, I don’t know enough yet. In my head my thesis is perfect. If I
start writing it, we’ll all find out that it isn’t,
and I can’t stand that – I’m embarrassed.”
“I'm unsure of the timeframe or the amount of detail meant to go in. I don’t really know
what I’m aiming for”
RELATIONSHIP
++ barriers to completion
STANDARDS, ROLES AND RESONSIBILITIES
NOT DEFINED OR SPOKEN ABOUT
POOR QUALITY FEEDBACK & UNSAFE ENVIRONMENT TO TRY
NEW THINGS
SUPERVISOR PREFERENCE OR DEPT
POLICY
OUTCOMES
++ student-led solutions
In general students were able to find ways to overcome writing barriers when given the opportunity to reflect and plan;
Once a student had been able to solve a problem, they reported feeling confident in navigating further difficulties that may arise;
Many of the barriers to productivity were inextricable from the nature of the relationship with the supervisor, or with the organisation, and coaching was able to also help with this;
Even students who had reported a total breakdown in communication with their supervisor found it possible to renegotiate a working relationship to focus on thesis completion.
OUTCOMES
++ student-led solutions
In general students were able to find ways to overcome writing barriers when given the opportunity to reflect and plan;
Once a student had been able to solve a problem, they reported feeling confident in navigating further difficulties that may arise;
Many of the barriers to productivity were inextricable from the nature of the relationship with the supervisor, or with the organisation, and coaching was able to also help with this;
Even students who had reported a total breakdown in communication with their supervisor found it possible to renegotiate a working relationship to focus on thesis completion.
We can’t do, as Kearns did, position
all of the responsibility for writing
with the student
The PhD student isn’t solely
responsible, but they do need to
actively manage work relationships.
CONCLUSIONS
++ conclusions
Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust;
Being outside a ‘community of practice’ causes academic isolation
CONCLUSIONS
++ conclusions & recommendations
Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust;
Being outside a ‘community of practice’ causes academic isolation
Consequences are
underdeveloped sense of
agency and AUTHORity
Jiranek (2010)
CONCLUSIONS
++ conclusions & recommendations
Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust;
Being outside a ‘community of practice’ causes academic isolation
Consequences are
underdeveloped sense of
AUTHORity and agency
Jiranek (2010)
No ideal conditions, no ideal candidatemore an individual approach to awareness, development and constantly renegotiating working relationships
a coaching style of management?
ONGOING
++ a work in progress…
A trust questionnaire – 36 items for all coachees, and later all thesis writers (after Hope-Hailey et al., 2012; Dietz & Den Hartog, 2006)
Interviews with those experiencing overall ‘positive’ and ‘negative’ relationships
The supervisor perspective on trust development