The Dissertation Bully
by Constance Davis | May 19, 2011
One of our local radio stations has been investigating bullying in schools, which made me think about what bullying would look like at the dissertation phase.
Do the dissertation bullies insist that they will not change their topic, no matter how much the mentor and committee members point out that this topic:
a. is not going to contribute anything to your field?
b. has no scientific merit, whatsoever?
c. is way too broad?
d. is way too narrow?
Do the dissertation bullies insist that the mentors approve their chapters 1, 2, and 3 even though the mentor has repeatedly told the dissertator:
a. that the literature review needs far greater depth (more than five pages) and more recent articles?
b. that the methodology chapter is in serious need of more detail?
c. that the writing in those first three chapters lacks structure and organization?
d. that the writing is filled with grammatical and other errors?
Do dissertation bullies blame the mentor and the committee members for a lack of progress even though the dissertator:
a. has repeatedly rejected feedback from the mentor and committee?
b. has repeatedly sought new mentors and committee members in the hope that someone will eventually be worn down enough to approve chapters that are not yet ready for prime time?
c. has repeatedly refused to meet mentor-imposed deadlines for chunks of the dissertation?
d. spends a great deal of time finding other venues in which to complain about the mentor while failing to accept his/her role in the failure to progress?
8 Responses to "The Dissertation Bully"
Susan says:
Is this even necessary, thoughtful, or kind?
Trent Guerrero says:
Perhaps I’ve simply missed the point of your “Dissertation Bully” posting.
I am myself at present a “dissertator.”
I am puzzled by the entire argument you appear to be making – which is that students are “bullying” their mentors and committees.
Merriam-Webster’s online dictionary provides the following definition of “bully:”
“a blustering browbeating person; especially : one habitually cruel to others who are weaker”
It is the latter part of this definition that leaves me baffled by your post. Are you suggesting that in the doctoral learner/mentor/committee relationship that the mentor and/or committee members are weaker than the learner?
Really?
Given that mentors and committees have nearly unconstrained latitude in adjudging the merit and quality of learners’ work, I find your (implicit) assertion rather unlikely.
In any case, should it assuage your apparent concerns in this area, I can assure you that I have assiduously avoided “bullying” the three individuals who hold the key to my ability to graduate, who can draw out my dissertation process, at a cost to me of over $14,000 per year, who can damage my academic reputation, and over whom I hold essentially no authority or leverage.
Best,
-Trent Guerrero
Lyndell Copeland says:
The dissertation process should be one of mutual respect. I am here to learn and not to be treated like someone of lesser value. The simple fact that I pay their salary should account for something. I have encountered ‘bullying’ from an instructor but confronted that instructor with the fact that using unnecessary comments that do not add to the learning process is not acceptable. I work hard or I wouldn’t have the scores and I certainly wouldn’t be working on a doctorate.
Constance Davis says:
Thanks for your comments about bullying.
In no way am I suggesting that the mentor and/or committee members are weaker than the learner. But, I am suggesting that some dissertators try very hard to intimidate mentors or committee members into approving a proposal or a full dissertation when it is far from ready for approval. That probably happens at every doctoral-granting institution out there.
When one approach does not work, the bully might back off and try it again from another direction, and then another direction. If the bully put as much effort into the dissertation as s/he does into the bullying experience, then the bully might receive approval on the merits of the work far sooner.
Constance Davis says:
Lyndell,
You are right, the dissertation process should be one of mutual respect. A key phrase is that you said you are here to learn. That attitude is important because it will help you get through the frustrating parts of the dissertation process. Contrast that with those who just want to write a dissertation — and who do not recognize that learning has to be part of that process. The iterative nature of the dissertation is a learning process — and one can choose to embrace the learning that takes place as a result of it. Keep on learning!
Victoria Badura says:
I also agree that I think perhaps a differnt metaphor might be more appropriate to your questions. Inherant in “bullying” is a power differencial. Clearly the PhD Learner is at the weaker end of the power scale in this relationship.
While I don’t argue that the behavior you suggest probably exists it is more in line with a child throwing a tantrum or an activist attacking a large corporation. The power differential just seems wrong for the bullying metaphor to be satisfactory.
The questions you pose are interesting though, from the standpoint of whether or not the committee caves to the pressure. It is my understanding that at Capella once the dissertation clears the committee it still has to get past a review by the school. Does this step act as a final check to ensure that sub-standard work does not get out the door?
Tory Badura
Stephen Hargraves says:
Dr. Davis,
Dissertation Bullies
What I am really hearing from you as I read your comments is an appeal to Doctorial candidates for being flexible when receiving guidance from mentors on the assumption of their experience.
Speaking from my life experience–sometimes I need to shut up and listen.
I have learned that more progress is achieved sometimes by swimming with the current instead of against it.
No doubt that a lot of frustration comes from the process and exchange of building a dissertation, but in the end the goal at this stage is not to change the world. The goal is to complete an original body of work that establish you, the student, worthy as a scholar.
Lastly, many times in life people do us wrong. They shortchange you, lie to you, and abandon you. It’s frustrating to say the least–let it go. You can’t change it, can’t take it back, and they will have forgotten about it a long time ago. Consider it, from an economics perspective, as SUNK COST. Like an anchor around your neck, it will sink you if you cannot find away to let it go.
I do appreciate Dr. Davis’ attempt to reach out to students in a multidimensional way.
Teachers only get frustrated with students because they actually care. It’s easy enough to throw your arms in the air and say “Ok, have it your way–let me know how that works out for you”
Lots of luck to everyone.
Constance Davis says:
Stephen,
The dissertation here and at every doctoral-granting institution can be a frustrating process. The simple fact is that the dissertation is a process with very exacting specifications. Those who complete the dissertation tend to understand how to work with the process and to respect the standards they must meet.