The Genius of Barbara Lovitts: From Dependence to Independence
by Jonathan Gehrz | March 10, 2011
Have you ever stopped and reflected on the transition that occurs from completing your doctoral coursework to the comprehensive examination and dissertation? Over the past years, my colleagues and I have helped thousands of learners make this transition. Some do it well, others really struggle. Recently, I found myself reflecting on the differences between those who successfully complete the dissertation and those who either withdraw (voluntarily or involuntarily) or experience a spiraling effect of academic procrastination, writing paralysis, or any number of other debilitating challenges that derail their efforts.
In the midst of this reflection, I was reading one of Barbara Lovitts’ articles, “Being a good course-taker is not enough: a theoretical perspective on the transition to independent research.” Lovitts (one of my favorite seminal doctoral researchers), denotes the difference in taking courses (being a consumer of knowledge) versus writing your dissertation (being a producer of knowledge). If we accept the terms, knowledge consumer and knowledge producer, the difference is unmistakable, yet, why then, are we so quick to point to our past coursework accomplishments (our grades, our cumulative GPA, our past degrees, etc.) as a demonstration of our ability to produce knowledge?
Let’s think about that a bit more. What are some of the noticeable differences between consuming and producing knowledge? In Lovitts’ work, she explores the personal resources that influence a learner’s creativity, acknowledging the production of new knowledge (the dissertation) is a creative undertaking. While there are always exceptions, the following attempts to demonstrate some of the key experiential differences and resources between taking a course and working on your dissertation.
| Resources | Courses | Dissertation |
| Intelligences (analytical, creative, practical) | Analytical, Practical | Analytical, Practical, and Creative |
| Knowledge | Acquisition of; Formal knowledge | Demonstration of sophisticated, deep understanding; Informal knowledge |
| Thinking Styles | Thinking style matches structured tasks/outcomes | Creative ability; Original; Deeper psychic perspective; Socialized |
| Personality* (*This does not reflect an exhaustive list; nor is this to say dissertation traits aren’t also present in courses and vice versa) | Medium degree of self-discipline; Accepting of rules; Low level of risk-taking; Task-driven | High degree of self-discipline; Perseverance; Tolerant of ambiguity; High degree of autonomy; Resilient to failure |
| Motivation | More extrinsically motivated | More intrinsically motivated |
| Environment | Peers; Advisor; Faculty course facilitator; Structured discussion | Self; Dissertation mentor; Advisor; Unstructured discussion |
In the coming months, I hope to explore this further, but today, let me part with some practical, initial advice. If you find yourself in academic (course taking) phase of your program, start thinking about your content as if you had to make a creative contribution. Look beyond a grade, assignment, rubric, or discussion question and take the course beyond the parameters of the requirements. If you find yourself in the research (comps/dissertation phase) of your program and struggling or find yourself making statements like “Just tell me what to do and I’ll do it,” stop and think about how you are approaching the task. Is it with a high degree of independence? If not, contact your mentor or advisor and work together on strategizing how you might further your transition. It’s important to remember, even the dissertation experience is part of this transition, so give yourself permission to learn from the experience and try out different approaches and resources that contribute to your independence. To all, read Dr. Lovitts’ article. It’s quite insightful and could be the difference in your finishing your degree and becoming the high-quality researcher you want to be.
Lovitts, B.E. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154. doi: 10.1080/03075070500043093
3 Responses to "The Genius of Barbara Lovitts: From Dependence to Independence"
Amie says:
It is surprising how hard it is for the undergraduate students to make that same connection on a lower level. We ask them to not just tell me what they learned, but to apply it in a real life situation. Suddenly you would think the world was going to end! How dare we ask them to APPLY information they have learned in stead of just repeat it back!!!
Jonathan Gehrz says:
Amie,
I think Lovitts would point out that “Most students are drawn to a university’s overall reputation rather than to the character of the actual department to which they are applying, let alone the achievements and intellectual commitments of the faculty members with whom they might work.” Your response gives me pause to ask whether we are still effectively teaching learners how to apply their learning.
My six-year-old son reminds me every day that how I am teaching doctoral learners today will be grossly ineffective when it comes to his own continuing education. Here’s a kid that learned his computer username before he knew how to write his own name. New communication venues like Twitter, YouTube, Facebook, etc. will most certainly challenge us (the teachers) to rethink the how of education.
I would be curious, Amie, you have students that do apply beyond the parroted response, yes? Any characteristic differences between the two groups?
Lori Schroeder says:
Interesting conversation. Thanks, Amie and Jon.
Elicits this response:
No formula exists to support students realizing their learning potential. What might motivate some individuals to learn and to apply might not resonate with others. That’s where teaching as an art comes into play.
To cast a wide net by using a variety of teaching and learning strategies, to foster a love a love of learning, to identify learning outcomes, to set high expectations, to teach to them, and to use authentic assessments are some just of the essential components to achieving learning outcomes.
While educators cannot always reach everyone, it is gratifying when we do. It ought to be our aim. Sometimes I wonder if failure to learn is, in the end, failure to teach.