College Of Doctoral Studies RES-815 Topic 2 Discussion Quest ✓ Solved

College of Doctoral Studies RES-815 Topic 2 Discussion Question

The document "Topic 2 Discussion Question Vignettes" located in the Topic Resources includes two vignettes about learners who are attempting to conduct research and be productive doctoral learners. What are the main differences between these two learners? What are the most significant mistakes made by each of these learners? How you can avoid making similar mistakes? A third character, Dissertation Diane, was not described in the vignettes but graduated the program much quicker than both Walter and Sally. What do you think Dissertation Diane was doing differently from Sally and Walter that allowed her to successfully complete her dissertation and graduate in a more timely manner? In what ways can you implement those ideas into your practice as a doctoral learner and novice researcher?

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The dichotomy between Walter Webb and Sally Smart in the context of research methods showcases two distinct approaches to navigating the challenges of academic rigor at the doctoral level. Both learners, despite sharing the same assignment and foundational knowledge, diverge significantly in their research methodologies, comprehension of key constructs, and application of information literacy skills. Understanding these differences can offer insights into the pitfalls one might encounter during their doctoral journey and elucidate the strategies that can hasten the path to successful thesis completion, as embodied by the character Dissertation Diane.

Main Differences Between Walter and Sally

Walter exhibits a more passive approach to learning and research. He begins with minimal context about the critical terms “empirical”, “transformational”, and “transactional.” Instead of seeking in-depth understanding before engaging with the articles, he dives into reading without a foundation, leading to confusion and frustration (Costa & Kallick, 2019). His reliance on mainstream websites such as Wikipedia indicates a lack of critical evaluation of scholarly versus non-scholarly resources, which is a crucial aspect of doctoral research (Ferguson & Wargo, 2020).

Sally, on the other hand, demonstrates a proactive and systematic approach. She recognizes her unfamiliarity with the core concepts and takes it upon herself to research their meanings prior to reading the articles. This foundational work allows her to make more sense of the literature, leading to a more nuanced understanding (Biggs & Tang, 2011). Furthermore, Sally employs academic tools like RefWorks to manage her references and enhances her knowledge acquisition with a structured reading list, thereby reinforcing her ability to synthesize and analyze information (Harris, 2018).

Significant Mistakes Made by Each Learner

Walter's critical mistakes lie in his inadequate research strategy and lack of foundational knowledge before tackling the articles. His reliance on easily accessible but sometimes inaccurate internet resources prevented him from grasping essential constructs and theories, which are pivotal for doctoral work (Booth, Colomb, & Williams, 2008). This oversight not only impacts the quality of his paper but also significantly affects his confidence and learning experience. Additionally, Walter’s inclination to pull quotes without contextual analysis reflects a misunderstanding of how to integrate research effectively into his own narrative (Creswell, 2014).

Sally’s approach, while largely effective, is not without flaws. Although she successfully builds a preliminary understanding, her lack of time management results in a rushed engagement with the materials and so reading skills can be improved further. Furthermore, she should also be cautious of relying heavily on secondary sources, and continually seek original research for academic writing (Golde, 2006).

Avoiding Similar Mistakes

To avoid making similar mistakes as Walter, it is essential to cultivate strong information literacy skills. This can be achieved through multiple methods, including the identification and use of scholarly databases—such as JSTOR, Google Scholar, or library access discs. Engaging with primary sources rather than relying on popular websites will enhance both the credibility and academic rigor of the research process (Budd, 2006). Conducting thorough preliminary research to establish fundamental understandings of key concepts before delving into complex academic articles is critical. Seeking guidance from librarians or mentors can also provide clarity in navigating academic resources (Hart, 2009).

In Sally’s case, improving time management skills and ensuring that she allocates adequate time for each stage of the research process will help mitigate the risk of becoming overwhelmed as deadlines approach. Building a study schedule that incorporates regular check-ins to assess progress and understanding will facilitate deeper engagement with materials and concepts (Graham & Smith, 2010).

Insights from Dissertation Diane

The character Dissertation Diane seemingly embodies traits of a self-directed and disciplined learner who capitalizes on the learning resources available to her. Although not described in the vignettes, her rapid success may stem from utilizing strategic planning and a strong network of academic support. She likely engaged in early consultations with advisors, established clear goals for her research, and maintained consistent progress monitoring (Bair & Haworth, 2004).

Diane probably also emphasized the importance of building relationships with faculty members. These connections could provide valuable insights into the research process and expose her to new ideas and methods that facilitate her academic endeavors (Sorcinelli, Austin, Eddy, & Beach, 2006). Furthermore, Diane’s ability to synthesize complex information into actionable insights may indicate advanced critical thinking skills and a comprehensive understanding of the subject, which fosters an environment conducive to writing success and productivity.

Implementing Strategies as a Doctoral Learner

As a doctoral learner and novice researcher, I can adopt several strategies illustrated by Diane's approach to achieve success. Firstly, maintaining a systematic schedule that allows for early completion of stages within my research will prevent the last-minute rush to meet deadlines. Furthermore, prioritizing engagement with a wider range of scholarly resources to gain a comprehensive understanding of my research topic should be standard practice. By actively participating in workshops, seeking feedback from peers and mentors, and engaging with academic networks, my understanding and confidence will grow (Hattie & Timperley, 2007).

Moreover, fostering relationships with faculty can enhance my research direction and inspire innovative methodologies—key factors in successfully navigating the doctoral landscape. Regular discussions with faculty advisors ensure alignment with doctoral expectations while offering clarification on complex research elements.

Conclusion

In summary, the vignettes of Walter, Sally, and the unseen success of Dissertation Diane serve as powerful metaphors for the importance of information literacy, time management, and proactive research methodologies in a doctoral program. By critically examining our own approaches and integrating effective strategies, doctoral learners can enhance their research outcomes and expedite their academic journeys. Adopting a multifaceted approach—one that emphasizes foundational knowledge, engagement with credible resources, and proactive management—will undoubtedly foster the development of competent and confident researchers.

References

• Bair, C. R., & Haworth, J. G. (2004). Doctoral student attrition and persistence: A meta-synthesis of the literature. Journal of Higher Education, 75(5), 573-594.
• Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The Craft of Research. University of Chicago Press.
• Budd, J. M. (2006). The role of information literacy in academic success. Journal of Academic Librarianship, 32(4), 418-428.
• Costa, A. L., & Kallick, B. (2019). Learning and Leading with Habits of Mind. ASCD.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
• Ferguson, R., & Wargo, J. (2020). Evaluating the quality of online information sources: A systematic review. Educational Research Review, 30, 100340.
• Graham, K. J., & Smith, R. A. (2010). Time Management for Doctoral Students: A Practical Guide. New Libraries, 510-513.
• Hart, C. (2009). Doing a Literature Review: Releasing the Research Imagination. SAGE Publications.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.