Iseor Ao M Earning Ph D June2010

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Presentation at ISEOR conference in Lyon France June 2010

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Iseor Ao M Earning Ph D June2010

  1. 1. ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />1<br />Changes that make a difference: Attaining a PhD while maintaining an active life.<br />Research Team & Authors<br />Joseph B. Baugh, PhD, PMP<br />University of Arizona South<br />Anne Saber-Hallcom, PhD<br />Capella University<br />Marilyn E. Harris, PhD<br />Capella University<br />
  2. 2. ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />2<br />Agenda<br />Introduction<br />The Research Questions<br />The Study<br />Analyzing the Data<br />Findings<br />Recommendations<br />Key Takeaways<br />Questions<br />2<br />
  3. 3. The Research Questions<br />What are the forces and conditions that facilitate the doctoral journey?<br />What are the forces and conditions that constrain or block the doctoral journey?<br />How did these forces affect doctoral journeys across the study population?<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />3<br />
  4. 4. The Study<br />Applied research using mixed methodology questionnaire delivered over the Internet<br />Demographic data, primarily quantitative<br />Open-ended questions explored lived experiences (Denzin, 2001) of study participants<br />Purposeful sampling best suited for study<br />Two primary study populations drawn from six different PhD awarding institutions<br />Recent PhD graduates<br />Doctoral learners at various stages along the journey<br />Used branching logic to examine experiences common to both groups and singular to each group.<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />4<br />
  5. 5. Analyzing the Data<br />Based on Lewin’s (1951) seminal work in field theory as modified by Cronshaw and McCulloch (2008) to map findings to three field conditions<br />Facilitating<br />Constraining <br />Blocking<br />Used Atlas.ti® as the Qualitative Data Analysis Software [QDAS] package to facilitate:<br />Organization, tracking, management, and analyses of the data for emerging themes and patterns (Baugh, Hallcom & Harris, 2009)<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />5<br />
  6. 6. Quantitative Findings<br />81% of participants over age 40<br />Gender of participants evenly mixed<br />55% of participants completed the degree<br />Average time to completion: 4.4 years<br />45% of the participants still at various stages<br />Average time on journey to date: 4 years<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />6<br />
  7. 7. Qualitative Findings<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />7<br />
  8. 8. Misalignment of Key Parts<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />8<br />
  9. 9. ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />9<br />Key Takeaways<br />How can PhD students accomplish this seemingly conflicting goal?<br />Get a running start by being prepared for the doctoral journey<br />Develop time management skills <br />Align the purposeful parts<br />Understand individual reasoning for pursuing the degree<br />Seek support sources from peers, family, friends.<br />Seek a compatible mentor and committee<br />Minimize distractions and focus on the goal<br />
  10. 10. Alignment of Key Parts<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />10<br />
  11. 11. Recommendations<br />A transformative change is required, building on Gharajedaghi (2006) and Harris, Becker, Hallcom, and Ponschock (2008):<br />Learn to Be Doctoral<br />Develop a better understanding of the purpose and intent of individual rationales for attaining the PhD<br />Learn to Learn in a Scholarly Manner<br />Use coursework to learn active research practices and develop necessary research skills<br />Learn to Do Applied Research<br />Improve data collection, analysis, and reporting skills.<br />Enforce visibility on the goal <br />Focus on feasible milestones, make suitable progress<br />Seek work/life balance along the entire journey<br />Degree <br />Family<br />Career<br />ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />11<br />
  12. 12. ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />12<br />Questions<br />
  13. 13. ISEOR / Academy of Management - June 2010<br />© 2010 Baugh, Hallcom, & Harris<br />13<br />References<br />Baugh, J. B., Hallcom, A. S, & Harris, M. E. (2009). Computer assisted qualitative data analysis software: A practical perspective for applied research. Proceedings from the 2009 ISEOR - Academy of Management International Conference and Doctoral Consortium on Social Responsibility and Corporate Environmental Evaluation Indicators (Vol. 1, pp. 173-182). Lyon France, June 2009.<br />Cronshaw, S. F., & McCulloch, A. N. A. (2008, Winter). Reinstating the Lewinian vision: From force field analysis to organizational field assessment. Organization Development Journal, 26(4), 89-103.<br />Denzin, N. K. (2001). Interpretive interactionism (2nd ed.). Thousand Oaks, CA: Sage.<br />Gharajedaghi, J. (2006). Systems thinking: Managing chaos and complexity: (2nd ed.). Burlington, MA: Elsevier.<br />Harris, M. E., Becker, G. F., Hallcom, A. S., & Ponschock, R. L. (2008). Mastering a New Paradigm in Management Consulting (2nd ed.). Petoskey, MI: Createspace.<br />Lewin, K. (1951). Field theory in social sciences: Selected theoretical papers. D. Cartwright, Ed., New York, NY: Harper & Brothers.<br />13<br />

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