Dissertation of Practice

by Augie Morado

The Department of Counseling and Higher Education at NIU offers doctoral students in its Ed.D. in Community College Leadership program the option to submit a “dissertation of practice” rather than a conventional, monographic dissertation.

 

According to the Community College Leadership page on the Department of Counseling and Higher Education’s site (pictured above), the dissertation of practice, also called “dissertation in practice,” “takes an innovative practice-based approach to research.” Although the page says little else at the moment about this genre, it is an intriguing alternative to the traditional dissertation that virtually all doctoral candidates submit. In this month’s post, I will define the dissertation of practice further and discuss what it means for candidates in the Community College Leadership program.

Ed.D. vs Ph.D.

The Doctor of Education (Ed.D.) differs from the Doctor of Philosophy (Ph.D.) in that the former is focused on preparing students to solve practical problems related to pedagogy, whereas the latter tends to emphasize theory. Storey et al. (2015) point out that universities in the past have had a tendency to conflate the requirements of their Ed.D. and Ph.D. programs – in other words, making the Ed.D. requirements match those of the Ph.D., including the capstone project: the dissertation. However, given that the Ed.D. and Ph.D. are intended to prepare candidates for different career paths – i.e., for the Ed.D., leadership and administrative positions in schools – it seems unreasonable to expect that the final requirement for the Ed.D. should match the Ph.D.

What Is a Dissertation of Practice?

Duquesne University’s School of Education defines the dissertation of practice as

scholarship focused by a lens of social justice on a problem of practice that is addressed by a design for action that yields generative impacts on the practice of educational leadership. (Dissertation in Practice, n.d., p. 2)

Storey et al. (2015) supplement this definition with a list of criteria for what an effective doctoral candidate in education should be able to do by the time they complete their program. From the previous two definitions, they echo things such as the importance of “equity, ethics, and social justice” in solving practical education problems as well as other things such as maintaining relationships with people in the communities that Ed.D. grads are working in.

The dissertation of practice can take a number of forms. It could be a portfolio of one’s published scholarly work, a performance of one’s work (e.g., “music, visual arts, drama”), or the sum of one’s practice through professional work and/or internships, to name a few (Storey et al., 2015, What Makes a Professional Practice DiP?).

What seems most important about the dissertation of practice, regardless of its format, is that it solves a problem in an organized way. Duquesne’s School of Education offers a three-step process: first, identifying a Problem of Practice, a problem that exists currently in a professional setting (as opposed to a theoretical problem such as a Ph.D. candidate would address); second, developing a Design for Action, an empirically based plan for addressing the issue; and third, discussing Generative Impacts, specific ways in which scholars and the real-world communities impacted by the research will generate and share knowledge (pp. 6-7). Storey et al. (2015) also emphasize the significance of generating and disseminating “new significant knowledge,” not unlike a conventional dissertation (What Makes a Professional Practice DiP?).

Conclusion

I think it is important to stress that the dissertation in practice does not make the monograph dissertation obsolete; after all, the latter is still overwhelmingly the most common capstone project at the doctorate level. However, given the unique focus on timely, practical problem solving, the dissertation in practice offers candidates in the Ed.D. program a chance to conduct original research while also building professional and personal relationships with the students, families, teachers, and administrators in the settings where they work. As NIU continues to develop its Community College Leadership Ed.D. program, more likely than not, the ways in which students approach the dissertation in practice may evolve as well. In the meantime, we at the Thesis and Dissertation Office will keep in touch with the College of Education to better understand the needs of their students and to better serve them as a result.

Finally, please continue to stay safe this summer! We’re available remotely via email (Thesis@niu.edu), and we hope we will be able to see you again in Fall 2020!

References

Community College Leadership. (n.d.). https://www.cedu.niu.edu/cahe/academic/higher-education/edd-community-college-leadership.shtml

 

Duquesne University School of Education. (n.d.). Dissertation in practice. https://www.duq.edu/Documents/education/_pdf/DEFL/Dessertation-in-Practice-DU.pdf

Storey, V., Caskey, M. M., Hesbol, K. A., Marshall, J. E., Maughan B. D., & Dolan, A. (2015). Examining EdD dissertations in practice: The Carnegie Project on the education doctorate. International Higher Education Teaching and Learning Association, 5. https://www.hetl.org/examining-edd-dissertations-in-practice-the-carnegie-project-on-the-education-doctorate/

Research in the Time of COVID-19

by Augie Morado and Tiffany Messick

Augie

 

As masters and doctoral students, how can we continue making progress on our theses and dissertations during the COVID-19 shutdown?

To begin, it would be helpful to review the “COVID-19 Guidance for Research, Scholarship and Artistry” on NIU’s website. This page outlines NIU’s definition for “essential research”:

“research that has the potential to address the COVID-19 crisis; human-subjects research that would endanger research participants if stopped; or projects where termination of the activities would lead to loss of long-running experimental data including longitudinal studies, loss of critical time-series or time-sensitive data, loss of equipment or loss of research-related organisms.”

For all other research, NIU stresses that travel bans are in place and encourages researchers to work remotely whenever possible. Furthermore, NIU has ceased all non-essential on campus research activities, including work in labs, until further notice.

As for my dissertation research, I’m still reviewing sources and making connections between folklore studies, digital rhetoric, and the ethics of amplification, so I can do much of this the same as before. My access to the NIU library is limited since I live 45 minutes away and it is currently closed. The good news, however, is that if I do need a book, they remain available from NIU’s library through pick-up via an online paging service; instructions for that can be found here.

If your research entails interviews or other contact with people, it may be helpful to speak with your committee about whether all or part of your research could be moved online. Apps such as Zoom Microsoft Teams are becoming more popular in academia for everything from class sessions to work meetings and are suitable media for interviews that were originally meant to take place in person.

With this in mind, it’s also important to discuss with your committee ethical considerations for moving aspects of your research online. This may require you to rethink who decide you interview, which may in turn affect what data you collect. After all, you’re not the only one whose routine has been disrupted by COVID-19; your participants may suddenly have pressing needs for things like food, shelter, employment and may now lack the time and resources to commit to your research.

Additionally, COVID-19 may also be an opportunity to connect more with the people involved in your research, as Sharon Ravitch points out here. Interviews and meetings could serve as a chance to check in with the people you are interviewing to ensure that they are doing okay during this time.

Finally, I’m doing my best regardless of recent events. I’m taking my dog on long walks every day, making sure we both stay in shape. Every Thursday, I meet up with friends through Zoom to catch up and play games; usually we meet in person for this, but we’re making the most of our online meetings and discovering that we can bring together people who are normally too far away to come out. Additionally, I went on a few dates with a girl a few weeks before the shutdown: we're hitting it off well and finding ways to stay in touch: we text every day, talk on the phone at least once a week, and follow a workout routine she introduced me to so that we have something to do together. In addition to the distance created by the quarantine, we're both busy between work and school, but we communicate well, and I look forward to seeing how we continue to bond through this. Regarding the men's baseball league I play in, season's been postponed, but there's still work to be done at the field and I help whenever I can. And of course, I have my immediate family, and we all continue to help and support each other as normal. 

Once every couple of weeks, I get a couple bags of whole bean coffee so that I can have fresh ground coffee in the morning and throughout the day; I don’t indulge much, so that’s a luxury I allow myself. I'm also replaying some old games and trying out some new ones. So overall, I’m doing pretty well. Things are challenging, but I’m doing my best to work through them and enjoy life as much as I can while staying safe.

Whole beans for days!

Enough about me; let’s turn things over to Tiffany.

 Tiffany

Honestly, most graduate students spend most of their time isolated, studying and writing, and I am no different. Not much has changed for me since quarantine began. However, I’m definitely feeling the effects just like everyone. I live alone with my two wiener dogs. Thank goodness I have their company! The hardest part of being a PhD student that I was least prepared for was the isolation. Often even people in your own department don’t know much about your specific research focus, which can lead you to wonder what the value of your work is. Graduate students aren’t generally super social either. The quarantine has definitely exacerbated this sense of isolation for me exponentially, which is quite disillusioning. I feel disassociated from my dissertation committee and my family and friends. On the other hand, many people I haven’t spoken to in a while have reached out to me online to say hello, which probably wouldn’t have happened had they not felt the same sense of isolation because of the pandemic. Mandated social distancing has made me feel less like a super nerd because everyone is at home so suddenly it’s necessary and not uncool. Basically I’ve been training for this my whole life.

Initially, I felt encouraged because of the increase in uninterrupted time to work on the last chapter of my dissertation and edits to other chapters. I am an introvert and enjoy my own company and need time to refuel. My productivity increased. I was able to keep more regular work hours and I felt more accomplished. As the weeks continued though, I began to feel drained because even I need a little time away from myself – a night out. The uncertainty of the pandemic really, really exacerbated the uncertainty of my living situation, my current and future employment, and most distressingly graduation and completing my dissertation. It’s been a slow journey working to get my first chapter approved. I don’t deal well with ambiguity and it’s nearly impossible to plan for a future when I’m unsure when I’ll graduate, and where and how I’ll live. Not knowing when the pandemic will begin to subside and the increased isolation, has been making me even more despondent about my future and my dissertation project.

It felt as though my life was on hold before the pandemic and now it absolutely feels as though the entire world is on hold. I know for some of you who do research in the sciences, carrying out research projects that take years in the lab, have really experienced a significantly discouraging setback, so in that respect I’m fortunate. I’m in the English department so my research hasn’t been put on hold. During quarantine I’ve received 3 rejection e-mails from universities. I spent October – February sending out applications for tenure track positions. That has not helped. I follow higher education news sources like The Chronicle of Higher Education and Inside Higher Ed and many academics on Twitter and have heard a great deal about the cutting of funding and jobs that will result because of the pandemic and this keeps me awake at night. Communication with my committee has slowed down quite a bit and this also keeps me awake at night.

I miss interacting with my students and watching breakthroughs happen. I have a group that is so engaged and eager to discuss difficult and important issues this semester and I really miss creating knowledge and seeking truth in the classroom. I’ve done my best to transition to an online environment with PowerPoint and Blackboard and Zoom, but I’ll never feel as though I know enough about online instruction to do enough. I’m being as flexible as possible with students and doing what I can to be there for them because we’re counselors too, but e-mails have increased, and I do fall behind.

So… how am I combating the anxiety and uncertainty during COIVD-19?

• Exercise – I do cardio at home so fortunately my routine wasn’t interrupted. If yours was, there are so many free and easy to access exercise videos that don’t require any equipment for all abilities and fitness levels. I’m taking long walks with my two dogs. Also, running and bike riding get you outside and you don’t need a gym.

• Creative Projects – I’m doing a puzzle. I’m watching every Best Picture Academy Award Winning film from every year. I’m reading Anna Karenina – you know, one of those 800-page novels you’ve just never had the time to sit down with – and not feeling guilty. I’m journaling. I’m coloring. I’m writing poems and songs. I’m Netflixing. I’m singing – making cover videos of my favorite songs – all to feel more connected to humanity.

• Rest – Isolation is exhausting. I’m taking a day each week to not even move from my couch or shower. Or, I draw a hot bath and read in the tub. It helps me immensely with feelings of depression and eventually my motivation returns. Not doing anything at all gives me a feeling of stillness during this chaos. No bra. No shaving. Takeout. True crime. Pajamas all day every day. It’s heroic. Just doing my part to save lives. No time but wine and coffee time.

• Socialize – I’m video chatting way more during quarantine with family and friends and it always boosts my spirits. It felt a little like a chore at times to make time to chat when the world was normal, but I’m treasuring the opportunity much more during this time. My family is all in Texas so like many of us graduate students, I’ve sacrificed proximity to loved ones. I’m making sure to reach out more right now to remind them I’m here and to remind myself I’m not alone.  

Whether you use this time to organize your life and be super productive, or whether you use this time to be still, there’s no right way to adjust and it’s important to know that soon life will begin to return to normal and you’re doing just fine.  

Analyze This! Quantitative or Qualitative?

It can be difficult when deciding on a thesis or dissertation project to figure out what you’re your methods section will look like – what method to choose - whether to choose to conduct quantitative or qualitative research based on your interest.


Quantitative data are used when a researcher is trying to quantify a problem or address the "what" or "how many" aspects of a research question. It is data that can either be counted or compared on a numeric scale. 


Qualitative data describes qualities or characteristics. It is collected using questionnaires, interviews, or observation, and frequently appears in narrative form. Choosing one method or the other depends on what you believe would provide the best evidence for your research objectives. Consider your research objective carefully. Remember that researchers sometimes choose to incorporate both qualitative and quantitative data in their research since these methods provide different perspectives on the topic. 


Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or can serve to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some common methods include focus groups (group discussions), individual interviews, and participation/observations. Qualitative Research can capture changing attitudes within a target group. Qualitative approaches to research are not bound by the limitations of quantitative methods. If responses don’t fit the researcher’s expectation that’s equally useful qualitative data to add context and perhaps explain something which numbers alone are unable to reveal. Qualitative Research provides a much more flexible approach. If useful insights are not being captured researchers can quickly adapt questions, change the setting or any other variable to improve responses.


Quantitative Research is used to quantify the problem by way of generating numerical data or data that can be transformed into usable statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. Quantitative Research uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. Quantitative data collection methods include various forms of surveys – online surveys, mobile surveys, face-to-face interviews, telephone interviews, longitudinal studies, online polls, and systematic observations. Quantitative Research allows for a broader study, involving a greater number of subjects, and enhancing the generalization of the results Quantitative Research can allow for greater objectivity and accuracy of results. Generally, quantitative methods are designed to provide summaries of data that support generalizations about the phenomenon under study. In order to accomplish this, quantitative research usually involves few variables and many cases, and employs prescribed procedures to ensure validity and reliability. Using standards means that the research can be replicated, and then analyzed and compared with similar studies. Personal bias can be avoided by researchers keeping a 'distance' from participating subjects and employing subjects unknown to them.


While qualitative research brings depth of understanding to your research questions, it also makes the results harder to analyze. But quantitative data can help you see the big picture. Qualitative data adds the details and can also give a human voice to your survey results. Whereas qualitative data provides support when you need to draw general conclusions from your research.


It can be very beneficial to get both perspectives when approaching a research problem and combine methods. Qualitative research is often the starting point when you seek to discover new problems and opportunities–which will help you do deeper research later. Quantitative data will give you measurements to confirm each problem or opportunity and understand it. To say that one or the other approach is "better" is a trivializing of a far more complex topic than a dichotomous choice. There is value in combining both qualitative and quantitative methods in what is referred to as a "mixed methods" approach. 


The firmer your objective is, the easier it will be for you to make the right choose as to which methods will serve you best.

-        Tiffany