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Anticipated Challenges to Doctoral Completion

The nature of a doctoral program is demanding and challenging; therefore, students must surmount many academic, professional, and personal hurdles to be successful. Marshall et al. (2017) mention that managing external demands is one of the most severe challenges or barriers. Work, family, and academia may pose high-stress levels for practitioner-scholars as they seek to juggle between the work and academic arenas. In most cases, the dual reporting arrangement causes conflicts that result in distraction and stagnation: Back to Doctoral Writing Assessment at a Glance Assignment.

For example, one may have family commitments that hinder them from spending time on research, or professional duties would only allow one to spend little time in deep study and writing. The last but not the least problem is the financial problems. Marshall et al. (2017) indicated that most candidates need more funding sources, such as fellowships and grants at the dissertation stage. If students are equipped with adequate finances, they can increase their productivity and academic performance.

Additionally, the impostor syndrome is very common among doctorate students. Marshall et al. (2017) described this condition whereby one persistently doubts their competency, fears being exposed as incompetent, and believes that success results from luck, not hard work. Impostor syndrome leads to increased levels of both perfectionism and procrastination, which are excessive and unhelpful.

The second problem is writing apprehension. Whilst all students claim that they have never read any scholarly writing and feel that they need to be more competent in doing so, they do not wish to engage in critical revision. In a similar opinion, Marshall et al. (2017) note that such anxiety causes the focus on minor issues of concern, not content, and synthesis of persistently strong, logically sound arguments in the work.

Strategies for Successful Completion

Despite these challenges, there is a solution to address this issue and assist PhD students in completing the program. Marshall et al. (2017) propose time management as one of their core approaches. Therefore, a realistic and thorough timeline with established targets is beneficial to students when planning for the research and writing period, as well as other engagements. Adhering to a plan means that there will be progressive work and no rush at the eleventh hour.

Interestingly, another valuable source that should be mentioned is peers and cohort support networks. Marshall et al. (2017) suggest developing accountability partners in which students assign and monitor each other’s due dates. This promotes motivation for learning, support from peers, coping with difficulties, and shared learning experiences that aid students in handling problems.

Subsequently, overcoming imposter syndrome is central to building confidence and productivity. According to Marshall et al. (2017), reframing self-doubt as a shared experience rather than a personal failure is necessary. Self—doubting students can use open discussions with mentors and peers, whose reassurance and perspective can be invaluable in such matters. Building good relationships with faculty members and chairpersons: The student regularly communicates with the chairperson to understand specific challenges and goals at which particular guidance can be rendered.

Besides, the development of writing and research skills takes place gradually so that students can overcome writing anxiety. Marshall et al. (2017) recommend that the activities of literature reviews and receiving constructive criticism from peers and mentors would not only sharpen technical writing skills but also build confidence in writing scholarly work.

Implementation of Strategies

These activities are going to need some focused planning and consistent effort. I will make a weekly timetable to allocate time for writing, research, and self-care. This structured approach will allow me to balance my responsibilities without feeling overwhelmed. Joining peer support groups will ensure accountability and motivate me to collaborate.

These groups will be avenues where I share challenges, successes, and constructive feedback, as proposed by Marshall et al. (2017). More importantly, I will ensure that I seek mentorship from my chairperson by frequent communication to proactively handle challenges in my academic and emotional life.

I will also address impostor syndrome by recognizing and challenging self-doubt through self-reflection and support networks. I will foster this by recognizing accomplishments and reframing setbacks as opportunities for growth. Lastly, I will improve my writing skills through extensive practice, incorporating feedback, and using program resources such as writing workshops.

References

Marshall, S. M., Klocko, B., & Davidson, J. (2017). Dissertation completion: Higher education’s invisible problem. Journal of Educational Research and Practice, 7(1), 74–90. https://doi.org/10.5590/jerap.2017.07.1.06

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Assignment

Be sure to review the Reading Excerpt before completing this activity.
Click the weekly resources link to access the resources.
Marshall et al. (2017) Reading Excerpt

The reading above is excerpted from the following article which follows the publishing guidelines of the 6th edition of the Publication Manual of the American Psychological Association:

Marshall, S. M., Klocko, B., & Davidson, J. (2017). Dissertation completion: No longer higher education’s invisible problem. Journal of Educational Research and Practice, 7(1), 74-90. https://doi.org/10.5590/JERAP.2017.07.1.06

To prepare:

• Review the Marshall et. al. (2017) Reading Excerpt linked above.

Prompt: What challenges to completion do you anticipate you will encounter in your doctoral program? What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals?

The Assignment:
Write a 1-2-page, double-spaced essay in response to the prompt above. To present your strongest writing skills, submit an essay that:

• Provides a focused and clear central idea that responds to all questions in the assignment prompt with developed ideas;
• Integrates relevant and accurate paraphrased and/or quoted and cited evidence from the Marshall et al. (2017) reading excerpt in support of the argument, accompanied by appropriate analysis – you may use your preferred citation style;
• Organizes ideas with logical structure, clear paragraphs, and transitional words/phrases;
• Uses grammar and mechanics to effectively communicate meaning to readers;
• Maintains academic integrity by demonstrating your original work and appropriately paraphrasing and citing relevant information from the Marshall et al. (2017) reading excerpt. Including outside sources beyond the Marshall et al. (2017) reading excerpt provided above is not required for this essay; if you use them, however, then you must cite any information you summarize, paraphrase, or quote in your preferred citation style.

For additional tips as you draft and revise your essay, visit the Doctoral Writing Assessment website and the Writing Center website . Note, however, that this assignment is not eligible for the Writing Center’s paper review service.
Please do not write your name on your essay. Instead, save your document in accordance with the directions that follow

BY DAY 7 OF WEEK 2
Submit your assignment by Day 7 (Sunday) of Week 2 at 10:59 pm CT (please adjust this time to your current time zone).

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SUBMISSION INFORMATION
Important: Please do not write your name on your essay. Instead, save your Assignment using the naming convention “Assessment+Student ID number.(extension)” (for example, AssessmentA00111111.doc) as the name. Essays must be submitted in this format to ensure anonymous scoring.
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.

Please note: This classroom allows you to upload multiple essay attempts. You will be assessed ONLY on the latest attempt submitted before the assignment deadline closes on Day 7 (Sunday) of Week 2 at 10:59 pm CT (please adjust this time to your current time zone). Earlier drafts will not be considered. Please ensure the final essay you upload has been fully proofread and is ready for scoring. The system cannot accept late submissions uploaded after the assignment deadline.

STUDENTS WITH DISABILITIES
Students who require an accommodation for disability to access this assessment, should contact Student Wellness and Disability Services at [email protected]. Note: The specific accommodation of “extra time on assignments” does not apply to this assessment as it is already available for a two-week window of time.