Kay Guccione Researcher Mentoring & Coaching ++ Thesis Coaching: enhancing PhD thesis submission rates through learning conversations

UG/M BACKGROUND ++ The research career pipeline PhD post-doc academic FT 3+1 Prior focuses on student demographics: M/F, FT/PT, nationality, discipline etc (Seagram, 1998; Wright & Cochrane, 2000) Review of impact factors (Latona & Browne, 2001) 1. Institutional / environmental 2. Supervisory arrangements 3. Student cohorts and characteristics

BACKGROUND ++ Finishing on time matters Financial penalties (future funding) Research Excellence Framework Research academy or centre status Costs on supervisor and resources Reputational risks – competitive business environment International league tables Postgraduate Research Experience Survey The most vulnerable – the doctoral researcher Longer = less likely to complete Writing is an emotional process (Wellington, 2010; Baptista, 2013; Cotterall, 2013; Jairam and Kahl, 2012; Kearns et al, 2008 )

A NOVEL STUDY ++ stressfully unable to make progress Dealing only with stumped students close to their deadline Finding solutions not just looking for barriers Via 1:1 coaching conversations making time for reflection, learning and planning Coaching is the learning event… and the research method

METHODOLOGY ++ solutions focused approach 30 students 8 x 1h coaching conversations over 16 weeks GROUP INDUCTION TO A WRITING COMMUNITY EVALUATION FORM & FOLLLOW UP INTERVIEWS OBJECTIVE SETTING O'Connell (1998) A refusal to focus on a ‘problem story’ and constant search for solution Focus on what you have got and can do

RESULTS ++ barriers to completion

RESULTS ++ barriers to completion (A) Unclear expectations and lack of defined goals

RESULTS ++ barriers to completion (B) Lack of confidence & associated self sabotage (A) Unclear expectations and lack of defined goals Kearns et al (2008)

RESULTS ++ barriers to completion (C) Isolation in the academic environment (B) Lack of confidence & associated self sabotage (A) Unclear expectations and lack of defined goals Kearns et al (2008)

RESULTS ++ barriers to completion “Little things build up into big questions, long s, that there isn’t enough time to even write down. A chat as you come in in the morning would solve this.” ”I will start it. I just need to read more, I don’t know enough yet. In my head my thesis is perfect. If I start writing it, we’ll all find out that it isn’t, and I can’t stand that – I’m embarrassed.” “I'm unsure of the timeframe or the amount of detail meant to go in. I don’t really know what I’m aiming for”

RELATIONSHIP ++ barriers to completion STANDARDS, ROLES AND RESONSIBILITIES NOT DEFINED OR SPOKEN ABOUT POOR QUALITY FEEDBACK & UNSAFE ENVIRONMENT TO TRY NEW THINGS SUPERVISOR PREFERENCE OR DEPT POLICY

OUTCOMES ++ student-led solutions In general students were able to find ways to overcome writing barriers when given the opportunity to reflect and plan; Once a student had been able to solve a problem, they reported feeling confident in navigating further difficulties that may arise; Many of the barriers to productivity were inextricable from the nature of the relationship with the supervisor, or with the organisation, and coaching was able to also help with this; Even students who had reported a total breakdown in communication with their supervisor found it possible to renegotiate a working relationship to focus on thesis completion.

OUTCOMES ++ student-led solutions In general students were able to find ways to overcome writing barriers when given the opportunity to reflect and plan; Once a student had been able to solve a problem, they reported feeling confident in navigating further difficulties that may arise; Many of the barriers to productivity were inextricable from the nature of the relationship with the supervisor, or with the organisation, and coaching was able to also help with this; Even students who had reported a total breakdown in communication with their supervisor found it possible to renegotiate a working relationship to focus on thesis completion. We can’t do, as Kearns did, position all of the responsibility for writing with the student The PhD student isn’t solely responsible, but they do need to actively manage work relationships.

CONCLUSIONS ++ conclusions Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust; Being outside a ‘community of practice’ causes academic isolation

CONCLUSIONS ++ conclusions & recommendations Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust; Being outside a ‘community of practice’ causes academic isolation Consequences are underdeveloped sense of agency and AUTHORity Jiranek (2010)

CONCLUSIONS ++ conclusions & recommendations Students struggling to write described in the vast majority, a poor working relationship with their supervisor that lacked trust; Being outside a ‘community of practice’ causes academic isolation Consequences are underdeveloped sense of AUTHORity and agency Jiranek (2010) No ideal conditions, no ideal candidate more an individual approach to awareness, development and constantly renegotiating working relationships a coaching style of management?

ONGOING ++ a work in progress… A trust questionnaire – 36 items for all coachees, and later all thesis writers (after Hope-Hailey et al., 2012; Dietz & Den Hartog, 2006) Interviews with those experiencing overall ‘positive’ and ‘negative’ relationships The supervisor perspective on trust development

(!!!) ++ an anecdote… An academic tale…