Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. Synthesis of research is not a single innate sk
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Synthesis paper analysis of doctorate skills
Name
GCU
RES-820E
02/07/2023
Synthesis paper analysis of doctorate skills
Introduction
Ac cording to past research, successful completion of a dissertation and overall doctoral program provides learners with relevant skills, knowledge, and competencies to understand the real world and solve problems that occur. However, fine-tuning research skills are essential for doctoral students to complete their dissertation successfully. Learners should further understand their research skills, strengths and weaknesses before undergoing the dissertation process such that they capitalize on their strengths and work harder to eliminate the weaknesses. Appropriate research skills are essential when determining the research topic, gathering evidence, presenting ideas, and analyzing and defending the dissertation.
Great relationships with the faculty members and staff help gradually improve one skill, making the complete process seamless. For this systemic, we shall first analyze the article by Lindsay (2015), who insists that completing the dissertation is among the complex issues that doctoral students must undergo. Therefore it hinders one from completing their dissertation on time which can be demotivating. Secondly, the article by Lee et al. (2020) assesses, however, the interrelationship between technology and the dissertation process, especially through virtual learning via the internet, which would improve the completion process for doctoral students. Finally, the article by Klocko et al. (2015) analysis the roles of the proper relationship between the faculty and dissertation students would help make the completion process seamless.
First theme: is connection development.
A connection creates a good bridge between the faculty members and the doctoral student. The faculty has an essential aspect of ensuring the dissertation is completed successfully by guiding learners, providing them with relevant skills, helping solve problems, analyzing their work etc. According to Lindsay (2015), the dissertation development process is the most complex for learners, which is why most tend to drop out at this stage. Additionally, it prevents them from completing in demotivating time. Most respondents to the study insisted that their connection to the faculty was moderate. Therefore Lindsay (2015) insists that a great relationship ensures proper task completion before it is ready for delivery. However, students should connect properly to their professors and supervisors to prevent delayed completion and failure to understand the writing process. A good connection also ensures guidance when setting milestones and preventing protection assumptions that may lead to failure.
The second article by Lee et al. (2020) analyzed the role of relations and technological issues in promoting success when developing a dissertation. The author recommended virtual classes to ensure convenience and flexibility when connecting to the faculty. Most doctoral students clearly understand how technology promotes flexibility; therefore, they do not need to adjust their regular schedules or travel much since online learning is possible. Finally, Klocko et al. (2015) elaborate on the role of communication and good connection within a learning environment since it positively influences the academic performance of the involved learners. Therefore Klocko et al. (2015) insist that great connection with the faculty translated to proper skills provision for doctoral learners that improve their competencies and skills.
Second theme: management of time
When developing a dissertation, time is a limited resource; therefore, proper management differentiates between a failing and succeeding learner. According to Lindsay (2015), writing a dissertation is among the most complex processes that dissertation learners undergo. The completion rate is a universal factor among all learning institutions, normally affected by the mode of study and students’ observation of discipline. Lindsay (2015) indicates that for a dissertation to be completed on time, learners should constantly develop new content and remain focused on completion. However, most students wait for the final moments and develop incomplete ideas leading to failure.
According to Lee et al. (2020), for online-based learners, technology and relational elements are essential in reducing completion time. Additionally, there is convenience and flexibility for online students; however, one should observe discipline and adherence to schedule. Finally, the technological aspect ensures self-efficacy related to the self-control of the writing process, and one is directly responsible for the time limits. Finally, Klocko et al. (2015) analyze how part-time and practitioner students can face time management issues during dissertation development. Klocko et al. (2015) insist that learners must prioritize the writing process and assess the resources required during development. However, the authors discourage anxiety since it is related to poor use of time and errors that would be prevented when proper planning and schedule development is made.
Third theme: adequate feedback
For dissertation completion, adequate feedback is an essential skill; according to Lindsay (2015), there should be constructive feedback and criticisms from the faculty to every draft to ensure it meets the university’s requirements. However, the feedback has to be precise and encouraging to ensure intrinsic motivation during the completion process. Finally, the faculty should be student-oriented so that real-time support and feedback is provided to submitted issues to prevent delays that demotivate learners. Learners should also be active in responding to issues raised by the faculty and understand terms during dissertation development.
While Lee et al. (2020) insist that for online-based doctoral students, there is fast, quality and constructive feedback provided by the faculty to ensure continuous success of the learning process. Additionally, online communication is about convenience and flexibility, ensuring that learners can continuously communicate with their professors, share ideas and make schedules to promote completion. Finally, Klocko et al. (2015) analyzed the need for constructive and faster feedback to promote flow for doctoral completion. Additionally, the faculty should set precise requirements and needs to be met by all learners to promote consistency during feedback provision. Therefore the three articles have discussed the role of feedback in ensuring timely satisfaction during the dissertation development since it points out areas to be edited, eliminated or added to promote quality.
Conclusion
The research by Lindsay (2015) insists that the timely completion of the dissertation is the major issue facing doctoral students globally. Therefore the three articles have discussed areas of improvement and common themes that learners must continually observe to complete a dissertation without many issues. Firstly, a great connection and relationship between the faculty and students are essential for success. The faculty guides every step of the dissertation development and can use their vast experience and competencies to help learners complete the doctoral on time. Therefore, virtual and physical meetings between the two groups should be applied to ensure success. Management of time is also a crucial element when developing the dissertation. Firstly the process should be continuous, meaning that students should dedicate their time and effort towards the process.
Additionally, the major aspects of the dissertation should be broken down into milestones while each is allocated a specific completion time. Students should struggle to ensure before every schedule elapses. Finally, the feedback process should be constructive and timely since it encourages the students to keep working harder by observing their mistakes and developing programs to prevent such mistakes in future.
References
Klocko, B. A., Marshall, S. M., & Davidson, J. F. (2015). Developing Practitioner-Scholar Doctoral Candidates as Critical Writers. Journal of Higher Education Theory & Practice , 15(4). http://www.na-businesspress.com/JHETP/KlockoBA_Web15_4_.pdf
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. https://www.erudit.org/en/journals/irrodl/1900-v1-n1-irrodl05137/1067675ar.pdf
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in Higher Education, 20(2), 183-196. https://www.tandfonline.com/doi/pdf/10.1080/13562517.2014.974025?casa_token=duAZNqcK-kkAAAAA:QQaMRbxKf9IXeKFZpauAGi_dWlmO2IwO2wBneklTstVBSy6b2NyuhyssW8cAeROjfD8DWT5Bffa7G_zgAA
