A Guide for Students and Faculty
Edited By Antonina Lukenchuk
Dissertation is the work of a laborer, a craftsman, and an artist. Long hours of hard labor with our hands and head go into developing ideas, planning, and implementing research projects such as dissertations. But what ultimately drives our academic pursuits and, therefore makes them successful and enjoyable is inspiration that sets our hearts on fire and makes it impossible not to venture on the journey. The uncharted territories of the dissertation process – life events and happenings – make the path toward the highest academic degree attainment both exciting and challenging. Just like life itself with its unplanned and unpredictable twists and turns, the dissertation journey requires strength of character and an unwavering faith in one’s self and in the ultimate value of the pursuit of knowledge. So, why merely survive? Let’s enjoy the dissertation journey!
The guide is intended primarily for doctoral students pursuing dissertations in social sciences, as well as for faculty who teach doctoral-level research courses and seminars and supervise doctoral dissertations.
Action research, 74 Adamopoulou, E., 70, 78, 103 Advocacy/participatory nature of critical paradigm, 68 Aesthetics, 59 Ali, Muhammad, 172–173 American Association of University Professors, 89 American Educational Research Association (AERA), 89 American Psychological Association (APA) style, 121, 138 Anglin, Clarence, 192 Anglin, John, 192 Anonymity, 89–90 Anthropology, reflexive, 70 Armstrong, Neil, 187 Artefacts, 107 Aurelius, Marcus, 157 Avenarius, R., 62 Axiology, 59, 88 Ayer, A. J., 62 Ayers, William, 175–176 Bachelard, Gaston, 4 Background of the study section, 33–34 Beile, P., 16, 45 Bentley, N. W., 38, 103, 109–110 Betrayal, 90 Biddings-Muro, R., 38, 71 Biklen, S. K., 102 Bista, K., 154 Blacksmith, Lourdes, 33–34, 73 Block quotations, 146 Bogdan, R., 102 Boolean search tactics, 49 Boote, D. N., 16, 45 Boyatzis, R., 134 Brosio, R. A., 177 Bruce, J. Campbell, 191 Butin, D. W., 26 Campbell, J., 10–11 CAQ-DAS programme, 111 Career Thoughts Inventory, 109 Carnap, Rudolf, 62 Carter, D. W., 71 Case studies, 72–73 Chair, dissertation, 22–23, 122–125, 139–141, 160–161 Chi-square, 110 CITI training, 96 204 | antonina lukenchuk Clark, William, 187 Code of Ethics, AERA, 89 Coding, 80, 111–112, 145 Cognitive information processing (CIP) approach, 38, 103 Collins, J., 134 Collins, Patricia Hill, 148 Committees, dissertation. See Dissertation committees Comte, Auguste, 62 Conceptualizing of research subjects, 48–49 Conceptual repertoire, 65–66, 69 Concluding chapter, 119–120 Consent forms, 94–95 Council of Graduate Schools, 196 Counter-narratives, 71 Counter-storytelling, 144 Covey, Stephen R., 155 Cox,...
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