Appendix A
150
With time, these motivations and expectations frequently changed. For
example, those identified in Groups 1–3 all entered with a similar expectation
—that there were extrinsic rewards which would be accomplished by jumping
through hoops. Many, but not all, changed their minds in the process: Group
1 identifies those whose views were unchanged; Group 2 expanded their
view, including a combination of both hoop jumping and personal
enrichment; Group 3, on the other hand, placed most of their focus ultimately
on their personal enrichment, having changed their minds totally about the
experience.
We see similar changes in the other two initial stances. Groups 4–6 all
entered with intrinsic expectations, seeking to do the dissertation for
themselves, to enhance their minds. With time, some of their views changed.
Group 4 remained the same. Group 5 later came to believe the process was
merely one of jumping through hoops, and not the intellectual journey they
expected. Others (Group 6) expanded their concept, incorporating a
combination of personal fulfillment along with jumping through hoops.
Groups 7–9 started with the expectation that the dissertation would require
a combination of some hoop jumping along with some personally fulfilling
experiences. Some continued to hold that view through the process. Others,
however, became convinced that the process was mainly focused on the hoop
jumping, while others still were totally immersed in enriching their minds
and their lives.
Ultimately, some may believe that they are becoming informed about and
proficient at important aspects of their professional responsibilities
concurrent with the writing of their dissertation. Some may believe that it
Table A.1 Doctoral students’ experiences: expectations and realizations
Appendix A
151
was exclusively a professional requirement, a set of hoops needing to be

jumped. For some these are mutually exclusive perceptions, while, for the
large majority, the combination seems to represent their reality.
While I did not initially attempt to distinguish between recent and more
established recipients of the degree, as I conducted one of the roundtable
discussions, I noticed a distinct difference between these two groups. Those
early in the process seem almost clueless as to what the writing of a
dissertation entails—comparing it to a long paper—while those who are in
the process of writing the proposal or the dissertation seem most articulate in
their expression of negative feelings. These are somewhat counterbalanced
by those for whom at least four years have elapsed since graduation. The
comments from this latter group were much more universally positive,
recognizing that in the process of completing their programs, they became
more confident learners with new perspectives on their worlds.
Implications
Doctoral programs need to understand the confusions of their students, and
help students to understand the “method in the madness.” This would reduce
the drop-out rate. Another issue is aligning programs with participants’ needs
and expectations, or perhaps selecting students for programs with similar
values and expectations. If we want to help students complete the programs
they are enrolled in, we need to create structures which will help this to
happen.
There was a general feeling of appreciation among respondents at being
asked about their feelings. Participants were happy to know someone cared
about and valued their feelings. Remarkably perhaps, their experiences still
resonated with them—as if the experience was a recent one—despite the fact
that some had graduated more than twenty-five years ago. As responsible
educators, I think we need to consider these data as suggestive of some issues
to discuss in our home settings—and perhaps on a broader scale—to open up
the discussion of what the degree is intended to accomplish. I look forward
to participating in such discussions.

Notes
1 Based on a paper originally presented at the Eastern Educational Research Association,
February, 1997, Hilton Head Island, SC.

152
Appendix B
Suggested Reading on the Doctoral
Dissertation

Anzul, M.E. (n.d.) On writing a dissertation proposal, Madison, NJ: Quest
Associates.
Becker, H.S. (1986) Writing for social scientists: How to start and finish your
thesis, book, or article, Chicago: University of Chicago Press.
Bolker, J. (1998) Writing your dissertation in fifteen minutes a day: A guide
to starting, revising, and finishing your doctoral thesis, New York: Henry
Holt and Company.
Cone, J.D. and Foster, S.L. (1993) Dissertation and theses from start to
finish: Psychology and related fields, Washington, DC: American
Psychological Association.
Delamont, S., Atkinson, P. and Parry, O. (1997) Supervising the PhD: A guide
to success, Philadelphia: Open University Press.
Glatthorn, A.A. (1998) Writing the winning dissertation: A step-by-step
guide, Thousand Oaks, CA: Corwin Press.
Goodchild, L.F., Green, K.E., Katz, E.L. and Kluever, R.C. (eds.) (1997)
“Rethinking the dissertation process: Tackling personal and institutional
obstacles,” New Directions for Higher Education, 99, 25(3).
Hawley, P. (1993) Being bright is not enough: The unwritten rules of doctoral
study, New York: Charles C.Thomas.
Locke, L., Spirduso, W.W. and Silverman, S.J. (1987) Proposals that work:
A guide for planning dissertations and grant proposals, second edition,

Thousand Oaks, CA: Sage.
Meloy, J.M. (1994) Writing the qualitative dissertation, Hillsdale, NJ:
Erlbaum Associates.
Ogden, E.H. (1993) Completing your doctoral dissertation or master’s thesis
in two semesters or less, second edition. Lancaster, PA: Technomic
Publishing.
Phillips, E.M. and Pugh, D.S. (1987) How to get a PhD: A handbook for
students and their supervisors, second edition, Philadelphia: Open
University Press.
Rossman, M.H. (1995) Negotiating graduate school: A guide for graduate
students, Thousand Oaks, CA: Sage.
Sternberg, D. (1981) How to complete and survive a doctoral dissertation,
New York: St. Martin’s Press.

153
Appendix C
Suggested Reading on the Academic
World

Blaxter, L., Hughes, C. and Tight, M. (1998) The academic career handbook,
Philadelphia: Open University Press.
Bowen, W.G. and Rudenstine, N.L. (1992) In pursuit of the PhD, Princeton,
NJ: Princeton University Press.
Clark, B.R. (1987) The academic life: Small worlds, different worlds,
Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Delamont, S., Atkinson, P. and Parry, O. (1997) Supervising the Ph.D.: A
guide to success, Philadelphia: Open University Press.
Goodchild, L.F., Green, K.E., Katz, E.L. and Kluever, R.C. (eds.) (1997)
Rethinking the dissertation process: Tackling personal and institutional
obstacles. New Directions for Higher Education, 99, 25(3).

Heureux, J.L. (1996) The handmaid of desire, New York: Soho Press.
Hynes, J. (1997) Publish and perish: Three tales of tenure and terror, New
York: Picador.
Kennedy, D. (1997) Academic duty, Cambridge: Harvard University Press.
Lodge, D. (1975) Changing places: A tale of two campuses, London: Seeker
& Warburg.
—— (1984) Small world: Academic romance, New York: Macmillan.
—— (1989) Nice work: A novel, New York: Viking Penguin.
Lovitts, B.E. (1996) Leaving the ivory tower: A sociological analysis of the
causes of departure from doctoral study, Ann Arbor, MI: University of
Michigan.
Malti-Douglas, F. (1998) Hisland: Adventures in Ac-ac-ademe, Albany, NY:
SUNY Press.
National Academy of Sciences, National Academy of Engineering and
Institute of Medicine (1997) Adviser, teacher, role model, friend: On
being a mentor to students in science and engineering, Washington, DC:
National Academy Press.
Pauldi, M.A. (ed.) (1996) Sexual harassment on college campuses: Abusing
the ivory power, Albany, NY: SUNY Press.
Phelan, J. (1991) Beyond the tenure track: 15 months in the life of an English
professor, Columbus, OH: Ohio State University Press.
Rostenberg, L. and Stern, M. (1997) Old books, rare friends: Two literary
sleuths and their shared passion, New York: Doubleday.
Appendix C
154
Smiley, J. (1995) Moo, New York: Alfred A.Knopf.
Smith, P. (1990) Killing the spirit: Higher education in America, New York:
Viking.
Sykes, C.J. (1988) Profscam: Professors and the demise of higher education,
Washington, DC: Regenry Gateway.

Toth, E. (1997) Ms. Mentor’s impeccable advice for women in academia,
Philadelphia: University of Pennsylvania Press.