Читать книгу Qualitative Dissertation Methodology - Nathan Durdella - Страница 61

You’ve heard this one, right? The argument goes something like this: The dissertation requires students to engage in original research on a topic related to theory and practice and use systematic approach to gathering and making sense of information. This is rigor; this is quality—so goes the belief that traditional dissertation research supports graduate student development and preparation. What appears to stand behind the conventional dissertation is the notion that understanding and applying broader research standards in the field offer opportunities to investigate and share knowledge that is meaningful and useful—and lead to career promotion and advancement in tenure-line faculty positions. Beyond implementation of curriculum and qualifying exams to assess student knowledge and skills, the reasoning is as follows: traditional dissertation research formats generally offer program faculty familiar standards and procedures for gauging student development.