Dissertation Readiness: An Examination of Doctoral Student Self-Evaluations and Faculty Advisor Ratings

• In Event: Expectations and Experiences in Advising, Mentoring, and Supervising in Graduate Education

Abstract

The purpose of this explanatory sequential mixed methods study was to investigate the relationship between students' self-evaluation scores and dissertation advisors' evaluation scores during the dissertation writing process, and to understand students' perceptions of these evaluations. The study examined: (a) the relationship between self-evaluation and advisor evaluation scores across three submissions, (b) students' descriptions of the self-assessment process, and (c) how quantitative and qualitative results explain similarities and differences between self-evaluations and advisor evaluations. Guided by Bandura’s theory of self-efficacy, the findings highlighted the importance of advisor-student communication and the use of rubrics. The results indicated that advisor-student communication and accurate self-evaluation is critical for achieving doctoral candidacy and enhancing writing self-efficacy.

Authors

• Jess Smith, Bellarmine University

• Laila Y. Sanguras, Baylor University

• Corina Kaul, Baylor University

• Nicholas Werse, Baylor University