Demystifying the Dissertation
Demystifying the Dissertation
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揭开论文的神秘面纱
DOI：
10.1632/prof.2006.2006.1.138
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Karen M. Cardozo
中科院分区：
文献类型：
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作者：
Karen M. Cardozo
想象一下，您正在观察一个小部件工厂的生产，并且您对流程结束的看法受到了阻碍。因此，你只能看到部分组装，然后，有点奇迹的是，一系列成品。考虑到它们设计的复杂性，你会变得好奇：在这两者之间发生了什么？在博士培养过程中，这个盲区就是论文过程。因为它是分散的，而且很大程度上是私有化的，这个过程对大多数研究生来说仍然是隐藏的，这让他们没有准备好应对论文阶段的多方面挑战。1987年，在MLA的第一次博士教育会议上，Susan Wolfson观察到，研究生很少被教导如何成为教师学者，因为“[研究生课程]教授科目而不是方法的隐含假设，边缘化了对教学法和专业方向的讨论”（61）。从那时起，许多人都同意，学术界一直抵制“一般的专业化和研究生的专业培训”（MLA特设委员会191）。作为回应，MLA和其他高等教育组织努力改善教师培训，就业市场准备，以及新教师对其机构角色和责任的后续定位但是关于论文的讨论却很少？学校生涯早期的基础；学术聘用的重要标准；而且，对太多的人来说，这是完成学位的障碍或人员流失的主要因素。
Imagine that you are observing production in a widget factory and that your view toward the end of the process has been obstructed. As a result, you witness only partial assembly and then, somewhat miraculously, a string of finished products. Given the complexity of their design, you become curious: What occurred in between? In the production of PhDs, this blind spot is the dissertation process. Because it is decentralized and largely privatized, the process remains hidden to most graduate students, leaving them unprepared to negotiate the multifaceted challenges of the dissertation stage. At the MLA's first conference on doctoral education, in 1987, Susan Wolfson observed that graduate students are rarely taught how to become teacher-scholars, since the "implicit assumption that [graduate programs] teach subjects, not methods, marginaliz[es] discussion of pedagogy and of orientation to the profession" (61). Since then, many others have agreed that academe has been historically resistant to "professionalization in general and to professional training of graduate students" (MLA Ad Hoc Committee 191). In response, efforts by the MLA and other higher edu cation organizations have sought to improve teacher training, job market preparation, and the subsequent orientation of new faculty members to their institutional roles and responsibilities.1 But there has been corre spondingly little discussion of the dissertation?the foundation of a schol arly career; a significant criterion in academic hiring; and, for too many, an obstacle to degree completion or the primary factor in attrition.