University of Southern California Dissertations and Theses

Evaluation of thesis completion in a graduate blended learning program

(USC Thesis Other)

Evaluation of thesis completion in a graduate blended learning program

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: THESIS COMPLETION 1

EVALUATION OF THESIS COMPLETION IN A GRADUATE BLENDED LEARNING
PROGRAM

by

Marc Pritchard

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2018

Copyright 2018 Marc Pritchard
THESIS COMPLETION

2
Dedication
To Lauren and Cullen:
You are never too old to learn; you are never too old to dream.
THESIS COMPLETION

3
Acknowledgments
A dissertation is not a solitary effort and as this study suggests, the role of the chair is
invaluable. Dr. Kimberly Hirabayashi provided the experience and vision to see the richness of a
multi-phase study and through her demonstrated faith in an irrationally confidant doctoral
student, delivered the always-needed motivation to see it through to completion. Dr. Monique
Datta started my doctoral education, opened my eyes to my extensive shortcomings, and from
the first day of the first course through my defense, she has never failed to impress with her
unparalleled dedication to student growth and ability to provide critical feedback. Dr. Tracy
Tambascia graciously offered her expertise to this study and her pointed recommendations added
immeasurably to this study. Beyond the aforementioned committee members, the combined
quantitative and qualitative data analysis required for this dissertation far exceeded my
knowledge. To say I was fortunate to have Dr. Julie Slayton, Dr. Ruth Chung, and Dr. Courtney
Malloy on the other end of a telephone or an Adobe Connect screen would be a disservice to
four-leaf clovers, finding a penny head-side up, or a rabbit’s foot.
The dissertation represents the culmination of the doctoral process. However, one does
not commence a dissertation without the receipt of exceptional instruction throughout the
curriculum. The knowledge passed down and support from Dr. Anthony Maddox, Dr. Kathy
Stowe, Dr. Mark Pearson, and Dr. Melanie Brady was phenomenal. They displayed exceptional
patience and willingness to give of themselves to a student who simply wanted to spend time
talking with someone much smarter than himself. To all Rossier faculty, know that I am truly
grateful.
This study would not have been possible without the support of the Director, Western
Institute, the Director of Academics, and the faculty who provided access to students and the
THESIS COMPLETION

4
time to conduct surveys and interviews. Most importantly, I am extremely thankful for the
candor shared by the Western Institute students. The depth and thoughtfulness of responses
cannot be overstated and their dedication to their work is something we can all embrace.
Finally, to the soon-to-be Dr. Erik Froelich, you are a great friend and constant source of
motivation. You have already forgotten more about organizational behavior and culture than I
will ever know. As your second battle begins, always know you have an unwavering ally.

THESIS COMPLETION

5
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
List of Figures 10
Abstract 11
Chapter One: Overview of the Study 13
Introduction to Problem of Practice 13
Organizational Context and Mission 13
Organizational Goal 14
Related Literature 15
Importance of the Evaluation 17
Description of Stakeholder Groups 17
Stakeholders’ Performance Goals 19
Stakeholder Group for the Study 19
Purpose of the Project and Questions 20
Conceptual and Methodological Framework 20
Definitions 21
Organization of the Project 23
Chapter Two: Literature Review 24
Understanding the Impact of the ABT and ABD 24
Knowledge Focused Research and Literature 27
Student Knowledge – Procedural Elements 27
Student Knowledge – Metacognitive Elements 29
Student Motivation Focused Research and Literature 32
Student Motivation – Self-Efficacy 32
Student Motivation – Life Challenges 34
Student Motivation – Goal Orientation 36
Organizational Focused Research and Literature 38
Organizational Literature – Student Retention 38
Organizational Literature – Role of the Chair and Committee Members 39
Organizational Literature – Student Connectedness and Access to University Resources 41
Organizational Literature - Curriculum Design and Integration 45
Clark and Estes (2008) Gap Analysis Framework 47
Stakeholder KMO Influences 48
Knowledge and Skills 48
Motivation 56
Organizational Influences 62
Summary 70
Chapter Three: Methodology 71
Purpose of the Project and Questions 71
Conceptual Framework 71
Methodological Framework 73
Assessment of Performance Influencers 75
Knowledge Assessment 77
Motivation Assessment 78
THESIS COMPLETION

6
Organizational Influences Assessment 80
Participating Stakeholders 81
Survey Sampling Criteria and Rationale 82
Interview Sampling Strategy and Rationale 83
Document Analysis Sampling Criteria and Rationale 85
Data Collection 87
Data Analysis 88
Credibility and Trustworthiness 89
Validity and Reliability 91
Role of Investigator 94
Ethics 94
Chapter Four: Results and Findings 97
Participating Stakeholders 97
Results and Findings 97
Quantitative Analysis Overview 98
Quantitative Results Overview 100
Qualitative Analysis Overview 102
Qualitative Findings Overview 105
Knowledge Findings 107
Graduate writing 108
Help Seeking 130
Self-Regulation 138
Knowledge Findings Summary 146
Motivation Findings 147
Self-Efficacy 148
Goal Orientation 155
Motivation Findings Summary 164
Organizational Findings 165
Chair-Committee-Student Interaction and Feedback 166
Student Access to University Resources 174
Organizational Findings Summary 180
Findings Summary 180
Chapter Five: Recommendations 186
Recommendations for Practice to Address KMO Influences 187
Knowledge Recommendations 187
Motivation Recommendations 198
Organization Recommendations 205
Integrated Implementation and Evaluation Plan 212
Organizational Purpose, Need and Expectations 213
Level 4: Results and Leading Indicators 214
Level 3: Behavior 216
Level 2: Learning 222
Level 1: Reaction 228
Evaluation Tools 229
Immediately following the program implementation 230
Delayed for a period after the program implementation 231
THESIS COMPLETION

7
Data Analysis and Reporting 231
Summary 233
Strengths and Weaknesses of the Approach 234
Limitations and Delimitations 236
Future Research 238
Conclusion 239
References 242
APPENDIX A: Quantitative Survey (Phase I) 261
APPENDIX B: Quantitative Survey (Phase II) 267
APPENDIX C: Interview Protocol (Phase I) 272
APPENDIX D: Interview Protocol (Phase II) 281
APPENDIX E: Modified Literature Review Scoring Rubric (Boote & Beile, 2005) 288
APPENDIX F: Informed Consent/Information Sheet 290
APPENDIX F: Phase I Factor Correlations and Alphas 293
APPENDIX G: Phase II Factor Correlations and Alphas 294
APPENDIX H: Level 1 Survey 295
APPENDIX I: Level 2 Survey 296
APPENDIX J: Level 1-4 Survey 298
THESIS COMPLETION

8
List of Tables
Table 1: Knowledge Influencers 55
Table 2: Motivatinal Influencers 61
Table 3: Organizational Influencers 69
Table 4: Performance Influencers 76
Table 5: Comparison of Cronbach’s Alphas for Instrument and Question Components 92
Table 6: Quantitative Subgroups for Analyses 99
Table 7: Comparison of Overall Population and Current Study Sample Subgroup Distribution 99
Table 8: Phase I Pearson’s Correlation Coefficients for Available KMO Influencers 101
Table 9: Phase II Pearson’s Correlation Coefficients for Available KMO Influencers 102
Table 10: Qualitative Participants and Subgroup Distributions 103
Table 11: Graduate Writing Elements Ranked in Order of Difficulty and Mean Ranking 109
Table 12: Thesis Completion in Relation to the Timely Submission of the Thesis Proposal 112
Table 13: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Synthesis of
Literature 118
Table 14: Modified Literature Review Scoring Rubric 121
Table 15: Quantitative Graduate Writing and Document Analysis Scoring 123
Table 16: Pearson’s Correlation Coefficients – Literature Reivew Scoring Rubric and
Quantitative Data 126
Table 17: Flesch-Kincaid Readability Analysis 127
Table 18: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Help-seeking 131
Table 19: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Self-
Regulation 139
Table 20: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Self-Efficacy 149
Table 21: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Goal
Orientation 157
Table 22: Student Goal Orientations and Approach – Avoidance Strategy Determination 158
THESIS COMPLETION

9
Table 23: Descriptive Statistics, Sample, and Subgroup Means Comparisons –
Chair-Committee-Student Interaction and Feedback 167
Table 24: Descriptive Statistics, Sample, and Subgroup Means Comparisons – Access to
University Resources 176
Table 25: Summary of Knowledge Influences and Recommendation 188
Table 26: Summary of Motivation Organization Influences and Recommendation 197
Table 27: Summary of Organization Influences and Recommendation 206
Table 28: Outcomes, Metrics, and Methods for External and Internal Outcomes 215
Table 29: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 218
Table 30: Required Drivers to Support Critical Behavior 220
Table 31: Evaluation of the Components of Learning for the Program 227
Table 32: Components to Measure Reactions to the Program 229

THESIS COMPLETION

10
List of Figures
Figure 1: Western Institute Thesis Integration 15
Figure 2: Community of Inquiry 43
Figure 3: WI Thesis Completion Gap Analytical Framework 73
Figure 4: Readability Statistics. 88
Figure 5: Histogram of Topic Selection Ranked in Terms of Difficulty 111
Figure 6: Subgroup Means by Phase for Help-seeking 132
Figure 7: Self-Regulation Comparison of Means by Phase and Thesis Status 140
Figure 8: Self-Efficacy Comparison of Means by Phase and Thesis Status 151
Figure 9: Utilization of FGU Resources by Cohort and Phase 177
Figure 10: Thesis Dashboard Conceptual Design 232

THESIS COMPLETION

11
Abstract
This dissertation examined the knowledge, motivation, and organizational influences
surrounding thesis completion at Western Institute, a federally funded graduate institution
offering an 18-month Master of Arts curriculum delivered in a blended-learning format. The
impetus for the study centered on providing direction for achieving the institutions goal of 100%
thesis completion within one-year of curriculum completion. The study utilized the Clark and
Estes (2008) Gap Analytical Framework and review of literature to identify seven factors
effecting thesis completion from the student stakeholder perspective including three surrounding
knowledge (graduate writing, help seeking, and self-regulation), two involving student
motivation (self-efficacy and goal orientation), and two organizational influences (chair-
committee-student interaction and feedback and student access to university resources).
The research methodology adopted a longitudinal, explanatory sequential mixed-methods
approach to include a quantitative survey, qualitative interviews, and document analysis
conducted in two phases. Phase I occurred at the end of the fifth quarter of instruction with
Phase II occurring at the end of the sixth quarter (graduation). Fifty of 58 students participated
in each phase of the quantitative survey (86.2%), 12 students participated in qualitative
interviews, and 10 of the 12 qualitative interviewees provided completed theses for subjective
and objective analysis.
Data analysis suggests fundamental elements of graduate writing confound student
performance. Critical behaviors associated with help-seeking and self-regulatory processes
appeared skills essential for completing a thesis. The influence of self-efficacy with the variety
of component tasks required to complete a thesis and the manner in which a student’s goal
orientation, specifically a mastery-approach orientation, assisted in providing the persistence for
THESIS COMPLETION

12
the rigor and independent nature of thesis writing was apparent. Organizationally, the ability of
the chair, through omission or commission to influence student behaviors is undeniable. Levels
of student self-efficacy rise and fall based upon feedback and positive and clear feed-forward
direction. Finally, university resources easily accessible online or utilizing face-to-face
interactive technologies provide a means of support for students in the DL environment.
Students possessing graduate and recent academic experience are more apt to engage in
effective help-seeking and self-regulatory behaviors. More importantly, differences between
students completing and failing to complete the thesis requirement highlight the importance of
all knowledge and motivation influencers on performance.
Change recommendations follow the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016). The integrated program centers on developing two critical behaviors, student
help-seeking and self-regulation, through increased knowledge in areas essential to thesis
completion, increased faculty awareness and intervention strategies, and detailed evaluations of
thesis-specific training and student performance. By understanding and identifying critical
behaviors and leading indicators effecting student performance, intervention strategies can
recognize the potential for student disengagement and provide corrective actions for sustaining
student motivation and engagement through the thesis writing process.

THESIS COMPLETION

13
Chapter One: Overview of the Study
Introduction to Problem of Practice
The all but thesis (ABT) problem of practice in graduate education categorizes students
who successfully complete requisite course work for their targeted degree yet fail to produce an
acceptable thesis. Universal acceptance of the acronym ABT, illustrates the widespread nature
of the problem (Council of Graduate Schools, 2016; Garcia, 1987). Contemporary studies
estimate 50% of graduate students fail to obtain their desired degree (Kennedy, Terrell, & Lohle,
2015; Locke & Boyle, 2016). Kennedy et al. (2015) and Terrell, Snyder, Dringus, and Maddrey
(2012) contend completion rates decline an additional 10 to 20% in the distance learning (DL)
environment, to include asynchronous online education and blended-learning curricula. Gaffner
and Wilson (2015), Kelley and Salisbury-Glennon (2016) and Santicola (2013) point to the
potential negative effects the all but phenomena plays on students’ professional careers and
future options. Concomitantly, the ABT phenomenon represents a non-reimbursable loss of
time, energy, and financial resources while damaging institutional reputations (Bowen &
Rudenstine, 1992; Ivankova & Stick, 2007; Kelley & Salisbury-Glennon, 2016; Santicola, 2013).
With leading institutions employing a variety of delivery methods for graduate education,
programs that fail to meet student outcomes are at risk for declining enrollment, decreased
financial support, and termination (Lee & Choi, 2011; O’Neill & Sai, 2014).
Organizational Context and Mission
Western Institute (WI) is a federally funded graduate education program administered
and delivered through the Federal Graduate University (FGU) (pseudonyms utilized for both
institutions). Course instruction began in January 2003 with 874 students earning the WI Master
of Arts degree to date. The mission of WI is to develop professionals capable of defining new
THESIS COMPLETION

14
policies and strategies in their current occupational field. The WI Master of Arts degree is an 18-
month program with six, two-week in-residence sessions providing the majority of synchronous
learning. WI utilizes two locations to provide instruction. Two cohorts, comprised of 32
students each, attend in-residence sessions at FGU, located on the west coast of the United
States. A single cohort attends in-residence sessions at a public university on the east coast. In
total, 96 students commence instruction annually with the entire program cost including tuition,
books, student laptop, and travel expenses, fully funded by the federal government.
WI alumni and current students are predominately male (76%) with the majority selected
from local or county (41%), federal (38%), and state (16%) agencies. The desired composition
of each cohort is organizationally and experientially diverse. However, detailed individual
demographic statistics are not collected, nor are they required for external reporting. Targeted
students are current or up and coming middle to upper-level supervisors within their particular
field of expertise with WI admitting approximately 20% of applicants. WI faculty members
consist of FGU government faculty as well as full and part-time contract faculty. Four of the 26
WI faculty members are women (15.4%) and only two of the 26 (7.7%) are non-Caucasian.
Seventeen of the 26 (65.4%) possess doctorates across a wide spectrum of disciplines.
Additional FGU faculty members, outside of providing direct instruction to WI students, serve as
thesis advisors depending on the topic and the specific faculty member’s area of expertise.
Organizational Goal
WI maintains a goal of obtaining a 100% thesis submission and acceptance for students
within one year of curriculum completion by June of 2020. The WI Director established the goal
in May 2016 to align with the academic standards set by FGU for all schools and institutes
residing under its purview. At the earliest stages of WI’s development, the curriculum and
THESIS COMPLETION

15
combination of synchronous and asynchronous elements balanced the academic demands and
stringent thesis requirements of FGU with student, full-time employment.
The program includes two dedicated research methods courses (there are 13 total courses
within the curriculum) beginning in the second quarter. Detailed benchmarks (e.g., thesis topic
definition in Quarter 2, committee selection Quarter 3, proposal submission Quarter 4, etc.) track
thesis progress throughout the 18-month academic program. The chair and committee selection
authority resides with the individual student with the singular FGU caveat requiring a
government-hired faculty member to serve as chair or co-chair. Figure 1 provides a graphic
depiction of the thesis process, student expectations, and courses within the curriculum
supporting thesis completion. Collectively, the emphasis placed on early evaluation of graduate
writing abilities and the integration of thesis requirements into the curriculum highlight an
institutional understanding of the criticality of meeting the targeted goal.

Figure 1. Western Institute Thesis Integration.
Related Literature
Studies concerning the failure of graduate students to complete the requisite research
paper for degree conferral primarily focus on the dissertation and all but dissertation (ABD)
phenomenon with limited research centered on the ABT problem of practice. Research by
THESIS COMPLETION

16
Garcia (1987), Lagstedt and Kauppinen (2011), Rauf (2016), and the Council of Graduate
Schools (2016) address the challenges, impact, and potential remediation of the ABT problem in
graduate education. However, the true scope of the ABT dilemma is difficult to quantify and has
not been the subject of extensive research, subsequently data describing the scope and scale of
the problem are lacking (Garcia, 1987; Rauf, 2016). The 2015 Council of Graduate Schools
(CGS)/Graduate Record Examinations (GRE) Survey of Graduate Enrollment and Degrees
represent the singular national effort to quantify graduate education across all disciplines and
degrees (Okahana, Feaster, & Allum, 2016). Although the vast majority of graduate education
degrees awarded in 2015 (538,617/82.5%) were master’s degrees (Okahana et al., 2016), there
remains limited understanding of the ABT phenomenon. Detailed examinations of the ABD
dilemma illuminate potential contributors to student disengagement prior to dissertation
completion.
Numerous studies address the ABD problem in traditional, in-resident programs
(Ehrenberg, Zuckerman, Groen, & Brucker, 2009; Locke & Boyle, 2016; Kelley & Salisbury-
Glennon, 2016) as well as distributed or DL environments (Ivankova & Stick, 2007; Kennedy et
al., 2015; Terrell et al., 2012). Additional research by Bowen and Rudenstine (1992) and
Santicola (2013) suggests student stagnation and disengagement at the thesis or dissertation
phase drains invaluable faculty time and effort and damages an institution’s reputation. From the
student perspective, Gaffner and Wilson (2015), Kelley and Salisbury-Glennon (2016), and
Santicola (2013) point to the potential negative affects the all but phenomena plays on students’
professional careers and future options. Collectively, the research on the ABT and ABD
phenomena in graduate education serve to identify the foundational literature surrounding key
THESIS COMPLETION

17
knowledge (K), motivation (M), and organizational (O) influences (collectively referred to as
KMO) at the center of the Clark and Estes (2008) gap analytical framework guiding this study.
Importance of the Evaluation
Evaluating WI’s organizational performance relative to the goal of 100% thesis
submission and acceptance within one-year of curriculum completion is critical to the long-term
viability of the institution. First, this study and evaluation of thesis production represents the
first holistic and academically rigorous analysis on the subject for WI (Director, WI personal
communication, June 15, 2016). As a federally funded graduate education program,
congressional appropriations and subsequent oversight of program performance is essential for
continued funding. The government agency funding WI (resource sponsor) approves the
curriculum and designated student outcomes deliver specific knowledge, skills, and abilities vital
to the resource sponsor and the United States. Thus, monitoring WI student performance extends
beyond the organization and FGU; it is subject to congressional oversight and inquiries.
Second, low graduation rates complicate the recruitment and enrollment of future
students (Santicola, 2013). Although WI was the first graduate program in the discipline at the
center of this study, there are now over 100 institutions providing similar graduate education
programs. From an institutional perspective, competition for students and retention of
programmatic funding is a growing concern. When such educational outcomes fail to meet the
resource sponsor’s requirements, or programs fail to provide the desired academic rigor,
government agencies look for alternatives in the civilian sector (Tilghman, 2015).
Description of Stakeholder Groups
WI serves a distinct group of stakeholders from four unique organizational structures
including governmental entities, WI student employers, academia, and WI students. The
THESIS COMPLETION

18
discussion of stakeholder groups will flow from broad to narrow, starting with federal
governmental agencies to focus on the WI students. There are three key governmental entities:
the United States congress with federal funding appropriation authority, the federal agency
serving as the resource sponsor with administrative and funding execution responsibility, and the
federal department with oversight responsibility for FGU. A combined effort is required to
coordinate funding, facilities, and contractual requirements to support WI’s academic goals.
The employers of WI students are essential to the WI academic model, as all students
must receive the endorsement of their organization to attend WI. Although tuition, travel, and
books are fully funded, WI student employment organizations support the educational efforts by
providing paid attendance during the six in-residence sessions as well as managing work
schedules and workloads around the combined twelve-week in-residence requirement. As the
agencies providing WI students range from large federal organizations to small, local
departments, the impact during the student’s absence can be significant.
Academic stakeholders include the administration and government faculty members from
FGU. A third-party government contract provides the majority of faculty members. All faculty
members, regardless of hiring entity, are responsible for maintaining academic standards
established by FGU, delivering course content, and serving as thesis chairs and committee
members. Approximately 75% of WI faculty lives outside the local area of FGU and funding for
travel supports only in-class lecturing and instructional requirements. As such, most faculty
members serving on thesis committees are not physically on campus during each of the in-
residence sessions for WI students.
The students represent the final stakeholder group and comprise of federal, state, local,
and tribal professionals. Academic responsibilities center on the successful completion of
THESIS COMPLETION

19
coursework and submission of an approved thesis focusing on a current problem of practice
within their specific discipline. However, depending on their position within their agency, their
daily hours set aside for academic pursuits can vary. They often work non-traditional schedules
(i.e., not always eight-hour workdays or 40-hour workweeks) and their schedules impacted by
emergent situations requiring significant attention even during in-residence sessions.
Stakeholders’ Performance Goals
The alignment of WI’s organizational goal precludes the necessity of defining individual
performance goals for each stakeholder group. Although an individual student’s thesis
completion and subsequent conferral of the Master of Arts degree affects each stakeholder
differently, the various stakeholder groups share the desired performance goals for that student.
Additionally, the alignment of individual stakeholder and global goals offers the simplicity of
evaluating thesis production through the singular lens. Thus, this study remains singularly
focused on WI organizational goal as it serves as persuasive surrogate for individual stakeholder
performance goals.
Stakeholder Group for the Study
Although a complete analysis would involve all stakeholder groups, for practical
purposes, the student stakeholder group is the focus of this study. The selection of WI students
is an attempt to understand better the knowledge, motivation, and organizational influences
affecting their academic pursuits, specifically in the area of WI’s thesis requirement. As the
focus of student theses is on current or emerging problems of practice in their discipline deemed
essential to the federal government there are operational, procedural, and financial benefits to
successfully completing the thesis beyond the academic pursuits. Additionally, this study
represents the first effort to analyze the factors influencing thesis completion. Thus, there is
THESIS COMPLETION

20
significant internal WI support for better understanding the dynamics influencing obtainment of
the organizational goal.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which WI is meeting its goal of
100% thesis submission and acceptance for students within one year of curriculum completion.
The analysis will focus on knowledge, motivation, and organizational influences related to
achieving the organizational goal. While a complete performance evaluation would focus on all
WI stakeholders, for practical purposes, the focus of this analysis are WI students.
As such, the questions that guide this study are the following:
1. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
The conceptual framework grounding this study is the Clark and Estes (2008) gap
analysis model. Contained within the gap analytical framework is a six-step model allowing for
discernment of performance gaps centered on the knowledge and motivation of a targeted
stakeholder group and the organizational influences presenting barriers to their success. From an
alignment perspective, the gap analysis process is congruent with the desired outcomes of an
evaluative dissertation model. Thus, the conjoining of research to determine gaps in student
thesis production and formulation of corrective strategies at the heart of the Clark and Estes
(2008) model seamlessly supports the constructs of the latter chapters included in this
THESIS COMPLETION

21
dissertation. Driving the discovery of KMO gaps is a multiphase, explanatory sequential mixed-
methods framework outlined by Creswell (2014).
The primary methodology employed in this study was Creswell’s (2014) multiphase,
explanatory sequential mixed-methods design. The two-phase study examines current WI
students in the final two quarters of their curriculum and at the highpoint of thesis research,
writing, and production; the first phase occurs early in the fifth quarter and the second phase
during their graduation week in the sixth quarter. Each phase begins with a quantitative survey
provided to all students (N = 58) to inform the sampling strategy and subsequent qualitative
analysis. Eight qualitative interviews during each phase using open questioning to elicit a deeper
understanding of the KMO influences complete the data collection efforts. The goal of the
multiphase or longitudinal approach is to evaluate not only the KMO gaps, but to determine how,
if at all, the KMO influences evolve over time.
Definitions
The following words and terms appear throughout the remainder of this study. As such,
the definitions and citations from relevant literature provide an explanation to their meaning as
utilized within this study. Although individual terms may adopt different meanings or
applications in other works based upon context, the list provided outlines those terms deemed
pertinent to this study.
All but dissertation (ABD): Defining status of a student who has completed the requisite
coursework, but has not completed the dissertation (Kelley & Salisbury-Glennon, 2016).
All but thesis (ABT): Defining status of a student who has completed the requisite coursework,
but has not completed the thesis (Garcia, 1987).
THESIS COMPLETION

22
Asynchronous learning: Learning that does not provide any opportunity for live interaction
(Allen & Seaman, 2014).
Blended learning: Learning developed through a combination of asynchronous learning (e.g.,
text, modules, online activities, etc.) and face-to-face instruction (Garrison & Kanuka,
2004).
Community of inquiry: A group of individuals (students and/or faculty) coming together face-to-
face or asynchronously to perform inquiry into concepts or problems (Garrison,
Anderson, & Archer, 2003).
Distance learning: Education process with students who may not permanently attend courses or
reside on campus; it includes the broad spectrum of purely asynchronous online courses
and more developed blended learning deliveries involving student attendance on campus
(Kaplan & Haenlein, 2016).
Goal orientation: A conceptual framework representing the belief that an individual’s approach
to a task represents his beliefs concerning his ability, potential for success, purpose,
effort, and measures for success (Pintrich, 2000, 2003).
Help seeking: An individual’s desire to solicit inputs to improve performance (Ames & Lau,
1982).
Mastery goal orientation: An individual’s orientation towards approaching a task with the goal
of fully mastering the specific requirement or element (Pintrich, 2000, 2003).
Online learning: Have at least 80% of the course material delivered online without any face-to-
face meetings (Allen & Seaman, 2014).
THESIS COMPLETION

23
Performance goal orientation: An individual’s orientation towards approaching a task with the
goal of performing to a given standard or relative to others performing the identical task
(Pintrich, 2000, 2003).
Self-efficacy: An individual’s beliefs concerning an ability to perform a task (Bandura, 1977).
Self-regulation: The ability to regulate one’s own learning by setting goals, monitoring progress,
and reflecting on outcomes (Bandura, 1977).
Synchronous: Online learning programs with face-to-face meetings allowing students and
instructors to interact within various realms of online technologies (Allen & Seaman,
2014).
Organization of the Project
The structure of this five-chapter study segments individual components surrounding and
encompassing WI’s goal of 100% thesis submission and acceptance rate within one year of
curriculum completion and the associated knowledge, motivation, and organizational influences
related to achieving the organizational goal. Introduced in Chapter One is the problem of
practice surrounding thesis completion in the blended learning environment and offers holistic
overview of the study. Delivered in Chapter Two is a review of the literature and introduction of
the Clark and Estes (2008) gap analytical framework and associated KMO influences embedded
within the conceptual framework. Outlined in Chapter Three is the research methodology for
data collection. Inclusive in this chapter are the sampling, instrumentation, research design, as
well as forecasted analytical procedures, inherent strengths, and known limitations. Chapter
Four contains the data collection results and a discussion of the findings. Chapter Five serves as
a primer for organizational change detailing recommended initiatives and practices allowing WI
to meet its states goal.
THESIS COMPLETION

24
Chapter Two: Literature Review
This literature review will examine the root causes of gaps in WI’s goal of obtaining
100% thesis submission and acceptance rate for students within one year of curriculum
completion. The review begins with general research on the ABT and, due to the limited, ABT-
specific literature, research specifically concerning the ABT dilemma, and, research concerning
the ABD phenomena serves as a proxy due to its programmatic and procedural similarities. A
review of literature concerning student knowledge and skill sets required for graduate study
success follows. Building upon knowledge discussion, the review continues with a presentation
of current research on the issues surrounding student persistence and motivation. Finally, the
review examines the organizational factors influencing thesis and dissertation production.
Following the general research literature, the review utilizes the gap analysis framework outlined
by Clark and Estes (2008) and, specifically, the KMO influences encapsulating thesis production
at WI and serving to frame the quantitative and qualitative analysis within this study.
Understanding the Impact of the ABT and ABD
The ABT and ABD phenomena in graduate education categorizes those students who
successfully complete the requisite course work for their targeted degree yet fail to complete
their thesis or dissertation. The widespread nature of the problem prompted the Council of
Graduate Schools to study, on a larger scale, the ABD dilemma (29 universities) starting in 2002
with an examination of the ABT (five universities) following in 2010 (Council of Graduate
Schools, 2008, 2016). From the ABD perspective, the study provided recommendations
concerning student selection, student mentoring, and program environment influential in
continuing the progress of doctoral students (Council of Graduate Schools, 2008). Conversely,
the Master's Completion Project (Council of Graduate Schools, 2016) centered on student-centric
THESIS COMPLETION

25
influencers keying on individual motivation and close personal support (i.e., family and friends)
as critical elements of student success. As graduate education at the masters-level is the fastest
growing and largest element of graduate education, the limited support within academia for
addressing the ABT dilemma foreshadows a commensurate growth in ABT students (Council of
Graduate Schools, 2016). However, sparse research and explanatory data exists concerning the
ABT phenomenon.
The lack of research concerning thesis completion rates runs contrary to the growth in
master’s-level programs; statistically, the vast majority of graduate education degrees awarded in
2015 (538,617/82.5%) were master’s degrees (Okahana et al., 2016). Confounding ABT
research and data collection efforts are the challenges in tracking the substantial delays in the
thesis production process, often outside of institutional capabilities, as well as attrition prior to
curriculum completion yet directly related to the thesis process (Garcia, 1987; Rauf, 2016). Due
to complexity of quantifying the scope of the ABT problem and greater visibility associated with
students pursuing doctoral degrees, academia has focused most of the research on the ABD
dilemma.
Breneman (1977) captured the nature of the ABD phenomenon by noting, “attrition rates
of 50% or more would be a scandal in any professional school, but seem to be accepted in
doctoral education as part of the natural order” (p. 54). However, the perceived laissez-faire
approach to dissertation completion on the part of academic institutions comes at a cost for those
students descending into ABD status. Kelley and Salisbury-Glennon (2016), Kennedy et al.
(2015), and Locke and Boyle (2016) note the difficulties associated with dissertation completion
outweigh the years of coursework completed, money expended on tuition, books, and supplies,
and countless other personal sacrifices. Current estimates place the total graduate student loan
THESIS COMPLETION

26
debt for students who disengaged prior to obtaining their targeted graduate degree at $300 billion
(Student Loan Hero, Inc., 2018). In addition, failing to complete the degree often presents a
lingering, long-term professional liability.
ABT or ABD status can have a significant impact on the professional career and future
societal contributions for students disengaging from the pursuit of a graduate degree. Research
by Gaffner and Wilson (2015), Kelley and Salisbury-Glennon (2016), and Santicola (2013) puts
forward the narrowing of career options by failing to obtain the targeted degree, especially for
those students seeking future employment within academia, are significant. Additionally,
Gaffner and Wilson (2015) and Santicola (2013) suggest the greater societal and community
contributions significantly degrade, if not completely vanish, resulting from the ABT or ABD
stigma. Countering the commonly accepted theories on student persistence, Park, Boman, Care,
Edwards, and Perry (2009) contend persistence should not always be the goal of the university.
Specifically, Park et al. (2009) suggest the toll on both the student and the institution can be
significant, especially if the student is not going to succeed; and is making a conscious and
appropriate decision. Although such decisions may be the correct course of action, especially for
adult learners struggling with extra-curricular commitments (e.g., work, family, etc.), the drain
on academic institutions in terms of real energy and effort expended on students currently in an
ABT or ABD status is significant.
The ABT and ABD phenomena drain the resources of the academic institutions. Bowen
and Rudenstine (1992); Ivankova and Stick (2007); and Santicola (2013) note the continued
support for students in various states of completion represents an opportunity cost of unknown
value. Santicola (2013) further suggests the financial cost to the university can be significant,
affecting future scholarships and enrollments. Collectively, the research-based literature
THESIS COMPLETION

27
establishes a foundational understanding of the ABT and ABD problem and its effect on students
and academic institutions. Subsequent sections outline the generalized literature forming the
basis of the detailed KMO analysis and focus of the research methodology guiding this study.
Knowledge Focused Research and Literature
Limited research and literature exists surrounding the totality of student knowledge and
skills required for thesis or dissertation completion. Rather, individual studies provide selective
insights for assessing components of the knowledge and skills students must possess to succeed
in the thesis environment that, taken together, deliver a holistic understanding of compulsory
student capabilities. The literature review begins with an examination of knowledge-based
requirements and challenges confronting graduate students. The focus of this section is two-fold.
First, the section brings forth research covering general knowledge related themes from a
student-centric perspective. Although knowledge-based issues represent performance barriers to
multiple stakeholders within a thesis production environment, the focus here remains centered on
the student stakeholder group. Second, the section begins the process of defining the individual
knowledge elements discussed with greater specificity later in the chapter. Collectively, this
section provides a foundational representation of literature that serves to shape the specific
knowledge influences addressed utilizing the Clark and Estes (2008) gap analytical framework
discussed later in this chapter.
Student Knowledge – Procedural Elements
Research regarding barriers to the successful completion of graduate studies consistently
points to the demands of graduate writing as a significant determinant of positive student
outcomes. Ondrusek (2012) reviewed the current literature surrounding graduate writing, noting
the integral nature of writing to student success as well as the difficulties associated with its
THESIS COMPLETION

28
development. Of note, she contends writing fluency at the graduate level is a knowledge-based
skill that may not reside in all students prior to entering the chosen academic program
(Ondrusek, 2012). Thus, the nurturing of writing skills, properly integrated into academic
programs is essential.
Boote and Beile (2005), in their review of effective writing associated with dissertation-
level literature reviews, parallel the arguments of Ondrusek (2012). In a review of 30 published
dissertations from 2000, focusing on specific elements of graduate writing such as the ability to
synthesize existing literature and within a substantive rhetorical format, they discerned these
fundamental writing skills were commonly lacking (Boote & Beile, 2005). Research on the
development and understanding individual student writing structure and processes conducted by
Lavelle and Bushrow (2007) highlighted the lack of graduate level strategies learned or
transferred from undergraduate pursuits. In the analysis of results from their quantitative
Inventory of Graduate Writing Processes, a 67-question survey concerning graduate writing
administered in two separate phases, Lavelle and Bushrow (2007) argue student writing at the
graduate level is often unscripted, written in a single-setting, and void of substantive review and
revisions. As such, the superficial nature of the writing fails to meet graduate standards.
The differences between undergraduate coursework and the processes for graduate level
writing required for a thesis or dissertation are commonly unknown to most graduate students.
Research by Green and Bowser (2002), and Spaulding and Rockinson-Szapkiw (2012) contend
basic procedural knowledge associated with individual thesis elements or the manners in which
they integrate throughout a study are largely foreign to the first-time graduate student. In their
efforts to address the procedural knowledge aspects of thesis writing, Lagstedt and Kauppinen
(2011) conducted a five-day thesis intensive designed to provide structure and feedback to 31
THESIS COMPLETION

29
students who stagnated in their thesis writing. The study highlighted three common knowledge-
based challenges for graduate writers: (a) an ill-defined topic preventing focused writing; (b)
limited procedural knowledge surrounding the thesis process stagnating writing; and (c)
sufficient topical and procedural knowledge, but insufficient writing skills to complete the thesis.
In addition to providing limited structure for categorizing the nature of student writing
challenges, the thesis intensive, with its eight-hour workday, focused feedback, and structure
deliverables highlighted the importance of segmenting and self-regulatory skills for independent
research and writing activities associated with thesis production (Lagstedt & Kauppinen, 2011).
Student Knowledge – Metacognitive Elements
Students must possess time management and self-regulatory skills to succeed in the thesis
phase of instruction. Lindsay (2015) conducted semi-structured interviews including
quantitative and qualitative components with eight doctoral students in the process of writing
their dissertations. The coding of the results identified four factors essential to student writing
success ranging from institutional and chair support to support from family and friends, and
intrinsic factors centered on self-regulatory skills (Lindsay, 2015). Of note, internally driven
deadlines and a continual writing approach assisted in maintaining dissertation production
(Lindsay, 2015). Similarly, Pemberton (2012), in her how to guide to the thesis and dissertation
process submits segmenting skills, or the ability to consider the thesis as a series of stages to
complete is essential. Although Pemberton (2012) readily posits the guide delivers a superficial
analysis of the overall thesis writing process, the critical nature of proper segmenting for
structuring exhaustive research projects skills is undeniable. The metacognitive skills associated
with self-regulation and segmenting are even more critical for adult learners.
THESIS COMPLETION

30
The importance of metacognitive skills increases commensurate with the amount of
distractions facing the individual student. Shepherd and Nelson (2012) conducted a
phenomenological study of female adult learners who were successful in their graduate studies
determining situational barriers to include families, work, and relationships produced the greatest
challenges associated with managing time constraints. In a phenomenological study of doctoral
candidates, Spaulding and Rockinson-Szapkiw (2012) recorded similar challenges and
frustrations of doctoral students attempting to balance educational pursuits and life experiences.
Silinda and Brubacher (2016) performed a quantitative study examining the effect and types of
stress facing masters and doctoral students within DL programs. In their results, issues
encompassing time management associated with balancing work and academic stressors
presented the strongest correlations. Dembo and Eaton (2000), building of the work of
Zimmerman (1989), expanded the discussion on self-regulated learning by examining strategies
students utilize to control their time, learning and physical environments, and honest reflections
on personal performance. Collectively, the studies place a spotlight on self-regulatory skills and
their positive effect on thesis completion. When present, such regulatory skills often produce
greater self-awareness and understanding of the need to seek help to maintain thesis production
(Dembo & Eaton, 2000).
Students must possess help-seeking awareness and a willingness to act upon it to navigate
the thesis process. Contrary to previous research by Bornstein (1992) who argued help seeking
served as a coping mechanism for learning dependencies, LaVallie and Melrose (2005) contend
such behaviors are, in fact, signs of high performers. In their research focused on adult DL
learners, they concluded academic support sought and provided from classmates, family, friends,
and discussion groups not only assist in the adoption of new knowledge, but also eased the time
THESIS COMPLETION

31
management burden by providing direct answers and feedback to allow for continued academic
progress (LaVallie & Melrose, 2005). Although help-seeking skills are beneficial to the graduate
student and thesis writer, the corollary to seeking assistance resides in the student’s ability to
operationalize and incorporate the information gleaned through such efforts.
An ability to incorporate feedback through an effective, two-way dialogue is an essential
element of graduate writing (De Kleijn, Mainhard, Meijer, Brekelmans, & Pilot, 2013; Price,
Handley, Millar, & O’Donovan, 2010). De Kleijn et al. (2013) investigated student perceptions
of feedback provided during the thesis-writing phase of their respective graduate programs.
Through quantitative survey results collected from over 1,000 students, they contend feedback
from chairs, to include guidance on the submission to date as well as discussions on proscriptive
steps provided the highest level of student satisfaction and perceived student value-forward.
Thus, feedback and feed-forward when effectively incorporated by the student, served as
regulating tool to ensure consistent progress. De Kleijn et al. (2013) following research on
feedback effectiveness with undergraduate and graduate students, surmised feedback processes
frustrate students and faculty alike, as standards for measuring its benefit are elusive.
Ultimately, even well delivered feedback, if unincorporated, fails to achieve its targeted goal
(Price et al., 2010).
The previous discussion highlights foundational literature relating to student knowledge
within the thesis or dissertation environment. Although additional concepts within this review
contain elements associated with knowledge, they are ancillary to the aforementioned discussion
or align more readily with elements associated with student motivation or organizational
influences. The subsequent section pivots from the literature encompassing student knowledge
to student motivation.
THESIS COMPLETION

32
Student Motivation Focused Research and Literature
Student motivation and persistence is the key element for thesis completion. In this
section, the discussion begins with an examination on the literature surrounding self-efficacy; it
focuses on the skills required to complete a thesis and the impact self-efficacy has on student
persistence. Subsequent discussions address the formation of learning communities and their
role in persistence, the factors external to academic pursuits influencing student persistence, and
finally, an overview of literature surrounding student goal orientations as applicable to
persistence. Collectively, literature on persistence provides insights into the links between the
KMO influences with their combined interactions discussed in latter chapters.
Student Motivation – Self-Efficacy
Increasing student self-efficacy within the full-scope of graduate writing throughout a
graduate curriculum is instrumental in strengthening student persistence during thesis
production. The seminal research by Bandura (1977) on self-efficacy provides the framework
for understanding its role in both persistence and performance. Conceptually, self-efficacy is an
individual’s perception of his or her ability to perform a given task; people tend to continue to
perform tasks when they possess high self-efficacy and avoid tasks when there is low self-
efficacy (Bandura, 1977). Zimmerman and Bandura (1994) studied college freshmen in entry
and advanced writing classes examining the effect on self-efficacy throughout the terms resulting
from faculty assigned grades. Using the Writing Self-Regulatory Efficacy Scale instrument
measuring 25 items on a 7-point Likert scale, they demonstrated the positive correlation and
improved performance associated with positive feedback and writing abilities. Additionally,
studies examined self-efficacy’s role in graduate writing with respect to its relevance,
obtainment, sustainment, and detrimental effect when absent or lost. Modifying the instrument
THESIS COMPLETION

33
from Zimmerman and Bandura (1994), Huerta, Goodson, Beigi, and Chlup (2016) surveyed 174
students within a course designed to improve graduate student writing. In their research, Huerta
et al. (2016) investigated the linkages between self-efficacy and writing anxiety, demonstrating a
negative correlation between the aforementioned variables. Adopting a more holistic approach
to writing for a dissertation and self-efficacy, Varney (2003, 2010) posited high dissertation self-
efficacy, to include student beliefs covering the full-spectrum of dissertation tasks from topic
selection, research abilities, statistical analysis, qualitative coding, and writing, improved
dissertation progress. Empirical research conducted within two cohorts of doctoral students (N =
60) demonstrated students who highly valued the totality of the doctoral program and were self-
efficacious concerning the dissertation process made the most progress (Varney, 2003, 2010).
Therefore, building and sustaining student self-efficacy, within all aspects of the graduate writing
experience, would logically follow as a targeted curriculum design element.
Andrews, Schinke, and Da Costa (2001) postulate the relationship between self-efficacy
and student persistence is a reciprocal process; to be effective at the graduate level, it must
involve academic and support staff. Collectively, Andrews et al. (2001) and Huerta et al. (2016),
suggest installing graduate writing requirements throughout the curriculum, linking course work
to thesis work, and providing students the opportunity to observe others students’ progress
towards and ultimate completion of the thesis. In doing so, the curriculum not only provides
routine opportunities for students to develop their writing, it also provides a key element
essential to building self-efficacy, continuous feedback.
Bandura (1977) and Pajares (2006) highlight the need to consistent feedback to build
self-efficacy, a consistent theme in the research conducted by Andrews et al. (2001), Huerta et al.
(2016), and Spaulding and Rockinson-Szapkiw (2012). As self-efficacy is dynamic in nature,
THESIS COMPLETION

34
rising or falling resulting from chair, committee member, or student feedback during the thesis
phase, programs that fail to recognize its importance risk increased student disengagement
(Croxton, 2014; McCarthy, 2015). Additionally, research points to improved student outcomes
in the DL environment when such programs provide tools to promote the development and
sustainment of learning communities.
Student Motivation – Life Challenges
Students facing full-time employment, challenges with family, and other external factors
are more at risk for disengagement. Although balancing these issues is inherently linked to self-
regulatory skills, research on adult learners (which comprise the WI student population)
highlights the challenges they face outside of their academic requirements often overwhelm even
the most self-regulated learner. Burkholder et al. (2013), in their detailed literature review on
developing a culture of student persistence, submit the demands of family, work requirements,
and other life responsibilities represent significant barriers to persistence for adult learners.
Striking the correct balance between competing interests becomes an essential part of the
education experience. Shepherd and Nelson (2012) contend the multitude of reasons adult
learners state for pursuing advanced degrees must balance with academic, family, financial, and
work related demands. An inability to balance all demands increase student anxiety at a
minimum or leads to outright failure in one or several other areas demanding the student’s
interest (Shepherd & Nelson, 2012; Spaulding & Rockinson-Szapkiw, 2012).
However, not all research on topic of persistence addresses disengagement as inherently
negative. Park et al. (2009), in a discussion of persistence and attrition, asserts adult learners
with external commitments are capable of making the appropriate persistence decisions when
debating dropping from an academic program. As such, viewing a well-debated decision to
THESIS COMPLETION

35
suspend one’s academic pursuits may prove to be in the best interest of the student and
institution (Park et al., 2009). Work requirements and personal commitments outside of the
academic environment challenge adult learners and can increase anxiety leading to
disengagement. Limited support external to the classroom exacerbates these challenges.
Lack of support from family and employers can increase a student’s feeling of isolation
and lead to disengagement. For adult learners, there are two primary support elements external
to the academic environment: support at work and support from family and friends. From a
work perspective, Ivankova and Stick (2007) contend adult learners with full-time employment
consider support at work for academic efforts greatly improving motivation and persistence.
From a family support perspective, Shepherd and Nelson (2012) suggest family support is
essential for overcoming barriers to persistence. However, when support is lacking, the
academic consequences can be severe.
Silinda and Brubacher (2016) note the impact of stress associated with limited support
and feelings of isolation can be debilitating and lead to long periods of inactivity or
disengagement. Additionally, the downward spiral of motivation accelerates when combined
with decreasing support and motivation stemming from family members or employers (Silinda &
Brubacher, 2016). Subsequently, the impetus to persist in the face of internal doubts and
external indifference ostensibly eases the transition to a student’s eventual academic
disengagement. Lack of support from employers and close personal contacts (e.g., family and
friends) negatively influences overall student persistence. When paired with improper goal
orientations and maladaptive coping mechanisms, the challenges facing students in the thesis
phase can increase.

THESIS COMPLETION

36
Student Motivation – Goal Orientation
The discussions on goal orientation with regards to student success in completing a thesis
is structure around the chronological research performed by Dweck and Leggett (1988),
VandeWalle and Cummings (1997), Pintrich (2000), VandeWalle, Cron, and Slocum (2001), and
VandeWalle (2004). Specifically, the review of goal orientation literature begins with an
analysis of mastery and performance goal orientations and their respective influence on how a
student approaches a given task and persistence, perceptions on personal knowledge and growth
potential, and the effect goal orientation has on metacognitive skills such as help-seeking and
self-regulation in task completion. The following section addresses these factors sequentially.
Dweck and Leggett (1988), through their research on various, school-aged children
argued an individual’s orientation towards goals established adaptive (learning or mastery
orientations) and maladaptive (performance orientations) behavior patterns to address goal
obtainment. Approaching a given task, Dweck and Leggett (1988) contend the goal orientation
displayed by an individual provides insights into the approach to problem solving; individuals
with mastery orientation manifest an adaptive pattern towards confronting challenges and
barriers (e.g., they will work harder, look for alternative solutions, etc.). Conversely, individuals
with performance orientations tend to possess maladaptive patterns (e.g., procrastinate,
disengage, etc.) and avoid challenges, suffering degradations when presented with barriers to
task completion unless a predisposition for high performance exists (Dweck & Leggett, 1988).
Additionally, mastery goal orientations view knowledge and performance as dynamic,
performance goal orientations center on the fixed nature of knowledge and ability (Dweck &
Leggett, 1988). The concept of knowledge being fixed or dynamic is significant with regards the
individual’s approach to feedback. Building upon this research, VandeWalle (2004),
THESIS COMPLETION

37
VandeWalle et al. (2001), and VandeWalle and Cummings (1997) conducted empirical research
to validate the role goal orientation plays in feedback seeking. In their research, positive
correlations between learning or mastery orientation and student feedback seeking and adoption
validated their assumptions, while negative correlations existed with students displaying
performance orientations. Thus, the individual’s goal orientation produced behavioral patterns
aligned with and reinforcing the mental schema in which the individual operates. For individuals
with mastery orientations, feedback serves as a diagnostic tool for correcting errors leading to
task mastery; it triggers an adaptive response to increase effort to produce the desired goals.
Furthermore, a mastery orientation individual places a higher expectancy value on help seeking
as it is a barometer for current performance and provides indicators for positive change
(VandeWalle & Cummings, 1997). Conversely, VandeWalle (2004) maintain performance
orientations view feedback as judgmental, leading to potentially a greater expenditure of effort
for little substantive gain; it triggers the desire to disengagement from the task. VandeWalle and
Cummings (1997) further contend the risk to self-efficacy posed by seeking feedback is
substantial for performance orientation individuals with fixed skill perceptions.
Whereas the previously referenced literature examined feedback from a goal orientation
perspective, Pintrich (2000) studied the effect goal orientation exerts on self-regulation;
expectedly, individuals with mastery orientations displayed higher levels of self-regulatory
behaviors. Through his research, Pintrich (2000) submits these self-regulatory behaviors create
the space for deeper learning and understanding of the material or subject when confronted with
a challenging task. Collectively, a properly aligned goal orientation, specifically a mastery
orientation, is beneficial for completing the challenging and often ill-defined tasks required to
complete a thesis. To this point in the literature review, the student has been the primary focus
THESIS COMPLETION

38
of the literature. However, the manner in which a university supports and pursues thesis
completion is equally important. At the center of this effort are the chairs and committee
members advising the student’s thesis production and the supporting structures within the
organization; all are instrumental in achieving the desired student outcomes.
Organizational Focused Research and Literature
Research centered on organizational influences surrounding thesis production can diverge
quickly to ancillary or tangential topics separated from the student stakeholder group at the
center of this study. Issues surrounding faculty compensation or chair-to-student ratios are valid
to examine within the totality of the thesis process. However, for the purposes of this study, the
literature focuses on those organizational elements directly effecting the student. The discussion
begins by examining literature on student retention and organizational integration, moving more
pointedly towards the organizational factors influence persistence in graduate programs to
include literature surrounding the role of the thesis or dissertation chair. Sequentially, the review
then examines the organizational approaches to student retention and the institutional approach
to fostering the critical relationship between the thesis chair, committee members, and student.
The review concludes with an examination of institutional efforts concerning student
connectedness and access to university resources as well as programmatic design elements to
improve thesis production. Combined, the organizational influences provide the final element of
the gap analysis process (Clark & Estes, 2008) serving as the conceptual framework for this
dissertation.
Organizational Literature – Student Retention
Student retention is a critical factor for all academic institutions and studies centered on
understanding the factors associated with retention illuminate both causal factors and mitigating
THESIS COMPLETION

39
strategies. For purposes of this literature review, the focus is on the foundational literature and
its adaptation to the graduate education environment. In his seminal research on student
retention, Tinto (1975, 1997, 2006, 2012) outlines the essential role of the institution in
developing and maintaining a commitment to the student through faculty and peer-group
interactions, and social interactions. Tinto (1975) argues students with high intrinsic motivation
may continue to persist through graduation regardless of the institutional commitment; however,
persistence decreases significantly when student and the institutional commitment (perceived or
real) are low. In the DL environment, the growing evidence suggests the importance of the
virtual classroom is vital as it represents, in many cases, the student’s only link to the university.
In addition, what occurs within the classroom is equally impactful. Nevertheless, Tinto (2012)
succinctly states an unfortunate reality for most undergraduate and graduate programs noting,
“the faculty of our universities and colleges are, as a matter of practice, the only faculty from
kindergarten through universities who are literally not trained to teach their students” (p. 7).
Thus, a key element of student retention at the graduate level, the faculty, may not possess the
requisite skills to make meaningful connections that promote student retention. The faculty-
student connections grow rapidly in their importance during the thesis or dissertation phase. As
such, applying the framework for student retention outlined by Tinto (1975) provides a
functional lens for examining the chair-committee member-student relationship and interaction.
Organizational Literature – Role of the Chair and Committee Members
The relationship between the student and the thesis chair is the cornerstone of thesis
production; it represents the primary conduit by which the academic institution interfaces with
the student during thesis production. Numerous studies have outlined the positive and negative
effects on student persistence generated within the chair-committee member-student triad.
THESIS COMPLETION

40
Terrell et al. (2012) addressed the interrelation between connectivity and persistence in a
blended-learning doctoral program through students actively writing their dissertation. Of note,
nearly two-thirds of respondents perceived a lack of caring and direction from faculty (Terrell et
al., 2012). Additionally, Terrell et al. (2012) reported student frustration with faculty adoption of
technologies designed to improve connectivity in the DL environment. Building on this study,
Kennedy et al. (2015) focused on student persistence within a similar program. Using qualitative
interviews and assessments, their study highlighted key issues surrounding the role of the chair
with 16 of 17 respondents frustrated with the support provided (Kennedy et al., 2015).
Specifically, student comments centered on the lack of structure and feedback provided from the
chair (Kennedy et al., 2015). Lindsay (2015), in a more holistic study to discern factors leading
to successful student outcomes in completing the dissertation, conducted qualitative, semi-
structured interviews with eight doctoral students in their final year (or past) of dissertation
writing. The findings highlighted student desires for rich and collaborative relationships with
their chairs and one, in which, the chair assumes more of a functional management role vice
purely evaluative (Lindsay, 2015). Fairly or unfairly, the role of the chair and committee
members extends beyond simple advising. Lindsay (2015) notes support from the chair and
committee is essential for dissertation completion; it entails critical analysis as well as providing
a continual source of direction, encouragement, and motivation.
The combination of feedback and encouragement is vital as it directly supports student
persistence (Burkholder et al., 2013). Moreover, the heuristic manner in which faculty, as a
collective, approach the relationship is significant. Andrews et al. (2001) contend student
performance and persistence is a byproduct of the collective experiences throughout a given
department. Thus, alignment of student experiences during the course work portion of the
THESIS COMPLETION

41
curriculum and chair and committee interaction should represent a continuously developing
scaffold leading towards thesis completion. The aforementioned misalignment between the level
of supervision provided during coursework, and the support desired and afforded during thesis or
dissertation production from the chair is a significant driver for student disengagement (Andrews
et al., 2001; Garcia et al., 1988; Kennedy et al., 2015). In addition to the support from the chair,
organizational structures within the DL environment need to provide access to resources required
by students.
Organizational Literature – Student Connectedness and Access to University Resources
The manner in which academic institutions value and promote student connectedness to
the university, its faculty, staff, and other students, and resources plays a vital role in student
persistence and performance; the approach is even more critical in the DL environment
(Kennedy et al., 2015; Terrell et al., 2012). This section examines the literature surrounding
student connectedness and the overall access to university resources for DL students.
Sequentially, the discussion covers the concept of student connectedness, Communities of
Inquiry and Practice (CoI and CoP), and general access to university resources.
Student connectedness, or the perception a student has of belonging to an academic
institution (Blum, 2005), is an expanding field of research with the growing DL course offerings.
From 2002 to 2012, the number of higher education students enrolled in online or blended (a
combination of synchronous and asynchronous instruction) courses grew from 1.6 million to
over 7.1 million (Allen & Seaman, 2003, 2014). Additionally, the growth rate suggests students
are increasingly choosing online course deliveries over traditional deliveries. From 2011 to
2012, online enrollment increased by 9.3% while overall higher education enrollment increased
by 2% (Croxton, 2014). Thus, academic institutions must not only adapt coursework to DL
THESIS COMPLETION

42
frameworks, but also convert traditional student access methodologies to this new educational
paradigm.
Graduate programs, with thesis or dissertation requirements, face additional challenges in
the DL environment concerning connectedness and access. Building from the research by
Lovitts (2001) who argued connectedness is an essential part of the dissertation process, Terrell,
Snyder, and Dringus (2009) studied the effect of student connectedness on student
disengagement from graduate education. Using a mixed-methods research methodology within a
doctoral program experiencing greater than 60% attrition, Terrell et al. (2009) contend
universities need to do more to promote face-to-face and online workshops, thematic meetings
between faculty and students conducting research within a similar discipline, and tools for
increased student-to-student and student-to-faculty interactions for their DL programs.
Conceptually, the challenge resides in building an effective interface allowing the best elements
of an interactive student-faculty-university experience to exist outside of the traditional brick and
mortar construct.
Learning communities, whether considered communities of inquiry (CoI) or communities
of practice (CoP), are critical tools for increasing student learning and persistence. Garrison,
Anderson, and Archer (2000, 2003), in some of the most comprehensive research within the
emerging DL environment, consider a CoI as an environment that provides a social presence,
cognitive presence, and teaching presence; all of which, lead to increase learning transfer and
persistence. Figure 2 highlights the interaction of various elements within of an effective CoI.
A blended learning setting, where synchronous and asynchronous meetings and
assignments combine, provides opportunities for both discourse, reflection, and improved
metacognitive processes (Garrison & Kanuka, 2004; Garrison et al., 2000, 2003). Following this
THESIS COMPLETION

43
early research on the CoI, subsequent efforts have focused more specifically on thesis and
dissertation production and the benefits afforded by vibrant online communities. From a general
persistence perspective, Croxton (2014), in her study on student interactivity and persistence,
recognized the utility of interaction, discourse, and feedback associated with student-to-student
and student-to-faculty communication and presence.

Figure 2. Community of Inquiry. Adapted from “Critical Inquiry in a Text-Based Environment:
Computer Conferencing in Higher Education by D. R. Garrison, T. Anderson, and W. Archer,
2000. The Internet and Higher Education 2(2-3), 88. Adapted with permission.

Ivankova and Stick (2007), stemming from their mixed-methods research on students
within a distributed doctoral program, note the improved persistence, in part, results from the
increased comfort interacting in the DL environment stemming from a dynamic CoI.
Additionally, a CoI provides a resource extending beyond the traditional limits of faculty.
LaVallie and Melrose (2005) submit a CoI is an effective tool, whether internal or external to the
academic institution, for mitigating gaps in student knowledge and increasing student
THESIS COMPLETION

44
persistence. Collectively, the social, cognitive, and teaching presence provides connectivity
during the often-isolating process of thesis or dissertation production.
Graduate writing, specifically in the production of a thesis or dissertation, is an inherently
individual effort. As such, Croxton (2014) and Spaulding and Rockinson-Szapkiw (2012) view a
CoI as assistive in the transition from student to scholar and provides a means for sustaining
students and faculty communication following the completion of course work and routine
interactions. The lack of engagement and proximal isolation during such phases often hastens
student disengagement (LaVallie & Melrose, 2005; Terrell et al., 2012). The CoI provides a
supportive academic and social environment to aid in knowledge transfer, student reflection, and
student persistence. In addition to the benefits provided through the creation of an effective CoI,
DL student also require access to other, traditional resources available to in-residence students.
Although the types of resources vary from institution to institution, the following section
focuses on three fundamental resources identified in the literature as critical for thesis and
dissertation production. Specifically, students benefit with regular access to: (a) library and
research services (Boote & Beile, 2005; Green & Bowser, 2002; Liechty, Liao, & Schull, 2009);
(b) graduate writing centers (Green & Bowser, 2002; Ivankova & Stick, 2007; Simpson, 2012;
Sundstrom, 2014); and (c) chair and committee members (Lindsay, 2015; Shepherd & Nelson,
2012). A detailed description of the overall effect of each element appears later in this chapter.
However, at the enterprise level, access to these resources is a key contributor to student success.
Moore and Kearsley (2011) argue for a systems approach for distance education. A
starting element within the model is an understanding of the basic student needs concerning
education; these progress through the design, delivery, interaction, and learning environment
constructs detailed as components of DL systems (Moore & Kearsley, 2011). An integral
THESIS COMPLETION

45
segment of the student needs therefore, must include the tools required to matriculate through all
programmatic phases. For graduate programs with significant writing and research components,
access to writing centers, libraries, librarians, and the supervisor faculty members, whether chair
or committee members, fall under the systems-thinking approach outlined by Moore and
Kearsley (2011). Ivankova and Stick (2007) through their mixed-methods analysis of student
persistence in a DL doctoral program, noted the significant benefit of institutional support
services in the DL environment. Similarly, Tinto (1993) contends that availability and access to
the various student support services is a critical factor to both academic success as well as
student persistence. To serve the students fully, institutions need to understand both the demands
for support services as well as the means, methods, and periodicity requirements of such
services.
Organizational Literature - Curriculum Design and Integration
Graduate institutions have multiple options for adjusting curricula to fit the teaching and
learning requirements of a given program. Integrative thesis or dissertation requirements, the use
of cohorts and thematic groups, and graduate writing immersive events are tools available to
address student writing stagnation. Each element, supported by literature, represents a tool at the
hands of academic administrations for increasing student persistence and ultimate graduation
statistics; a sequential discussion of the elements follows.
The integration of thesis requirements and efficient segmentation strategies imposed by
the curriculum or chair increases student engagement in thesis production processes. However,
the thesis should not represent a student’s first foray into the totality of graduate writing. Boote
and Beile (2005) submit effective programs incorporate student acquisition of literature review
and graduate writing skills throughout the curriculum. However, in the DL environment,
THESIS COMPLETION

46
effective thesis integration should include synchronous instruction and not just asynchronous
submissions. Burkholder et al. (2013), contend synchronous experiences focused on thesis
writing produce statistically significant reductions in time to completion. The integration of
thesis elements into the curriculum or effective segmenting of thesis submission by chairs, as an
institutional objective, should be a consideration. Spaulding and Rockinson-Szapkiw (2012)
highlight the increasing success within graduate programs when a direct link exists between
coursework and thesis or dissertation writing components. The integration of thesis production
into a given curriculum provides a tool for effectively segmenting the individual thesis elements
and offers a process for developing self-regulatory skills. In addition, the adoption of cohorts
and thematic groups provides support structures, external to faculty, to promote consistent thesis
production.
Cohorts and thematic groups provide an institutionally constructed CoI leading to
increased self-efficacy, persistence, and improved student outcomes. Within the thesis
production environment, the groups of students provide additional opportunities, external to
chairs and committee members, for students to share structural lessons learned as well as
exchange and critique completed thesis elements. Kennedy et al. (2015) and Varney (2003,
2010) maintain such systems assist in defining the path and structure for thesis completion
critical for student success. Fundamentally, the concern of the institution should not be the
source of the information, whether that is the chair, committee members, or other students, but
that assistance is forthcoming and available (Kennedy et al., 2015; Varney, 2003, 2010). Within
the cohort or thematic group structure, a shared commonality frames student discussions.
McCarthy (2015) and Shepherd and Nelson (2012) consider the concept of relatedness between
cohort members or thematic thesis or dissertation groups, whether student-to-student or student-
THESIS COMPLETION

47
to-faculty, as an important element for continued student motivation. Within these group
structures, the bond between members and continual interaction is effective in building self-
efficacy and mitigating barriers to desired student outcomes. In addition to long-standing
structures, shorter-term initiatives are assistive in improving thesis production.
Thesis intensive workshops are effective for maintaining production and student
persistence. Lagstedt and Kauppinen (2011) conducted such a session for students outside of
one-year from curriculum completion and targeted graduation. Utilizing targeted feedback, a
daily deliverable schedule of thesis elements, and a set schedule for thesis production, Lagstedt
and Kauppinen (2011) provided a weeklong seminar for 31 students; nine completed their thesis.
Although the study was limited in scope, it serves to highlight the collective effectiveness of
pointed feedback, thoughtful segmentation, increased student accountability, and the power of
group dynamics in improving thesis production. Striking a similar note, Varney (2003, 2010)
suggests a wide variety of workshops for students, including statistical and experimental design
elements as well as basic dissertation formatting and style seminars, assist in maintaining student
self-efficacy and progress towards dissertation completion.
Collectively, the literature review provides the construct for a deeper investigation of the
specific knowledge, motivation, and organizational influences associated with thesis completion.
The subsequent sections outline the elements of the Clark and Estes (2008) gap analysis
framework and build stronger links between the KMO influences, their shared interactions, and
their specific role in thesis production.
Clark and Estes (2008) Gap Analysis Framework
The elements of the Clark and Estes (2008) gap analysis framework presented
sequentially highlight the knowledge, motivation, and organizational influences affecting WI’s
THESIS COMPLETION

48
ability to achieve 100% thesis completion within one year of curriculum completion. As the
students are the stakeholder group at the center of this study, the first section will address the
knowledge and skills identified in the literature essential for their thesis completion. A
discussion of factors influencing student motivation and persistence follows. Lastly,
organizational influences, focusing on the direct interaction and impact relative to the student
experience complete the analysis. Collectively, the KMO elements presented provide the targets
and objectives driving the research methodology outlined in Chapter 3.
Stakeholder KMO Influences
Knowledge and Skills
Research on the knowledge and skills required to complete a graduate-level thesis creates
a multifaceted prism for analyzing factors leading to successful completion. In their landmark
research on discerning critical performance solutions, Clark and Estes (2008) first focus on
knowledge, specifically, determining the knowledge required to complete a task and assessing if
the knowledge is present. Additionally, it is important to understand the acquisition, transfer,
and application of knowledge to new tasks. Research suggests the ability to define elemental
knowledge required for a task is often oversimplified or lacks congruency in its presentation
(Clark & Estes, 1996; Lucas & Nordgren, 2015). The structures for imparting task specific
knowledge can be incomplete or exceedingly difficult to put into practice or teaching and
learning may effectively transfer the requisite knowledge, yet the context for delivery,
sequencing of instruction, and frequency of future application may preclude mastery (Ford &
Weissbein, 1997; Grossman & Salas, 2011; Sweller, 1994). Therefore, a holistic analysis of
what knowledge is required by when, presentation methodologies, and mastery expectations
build the foundation of student knowledge necessary for thesis completion.
THESIS COMPLETION

49
The following section highlights knowledge typologies and theoretical frameworks vital
for successful completion of graduate-level thesis requirements. These frameworks provide the
structure for understanding individual knowledge influences identified in the literature.
Specifically, this dissertation discusses graduate writing ability, help-seeking awareness, and
self-regulatory skills. A discussion of knowledge typologies and influences follows sequentially.
Knowledge influences. Thesis production challenges graduate students across the
spectrum of knowledge typologies. In reviewing descriptive literature relating to WI’s goal of
achieving 100% thesis submission and acceptance within one year of curriculum completion, it is
important to establish a baseline of such typologies. Research suggests four basic typologies
exist, albeit with minor variations on the naming conventions: (a) declarative or factual – basic
facts and information; (b) conceptual – relational knowledge of elements within a greater
framework; (c) procedural – knowledge of how to complete a given task; and (d) metacognitive
– knowing one’s internal processes for acquiring and processing knowledge (Krathwohl, 2002;
Mayer, 2011; Rueda, 2011).
Declarative knowledge is essential for thesis production. Students must possess
substantive knowledge in their field of study to allow for higher order processing and synthesis
of literature (Boote & Beile, 2005; De Kleijn et al., 2013). In a broader context, the relationship
between individual declarative elements proves problematic. Research suggests limited
conceptual knowledge impedes effective literature reviews, the ability to discern linkages
between disparate disciplines, and an understanding of how thesis or dissertation elements are
interrelated (Boote & Beile, 2005; Kennedy et al., 2015; Lagstedt & Kauppinen, 2011).
Collectively, declarative and conceptual knowledge provides the foundation for procedural and
metacognitive processing required for thesis production.
THESIS COMPLETION

50
Procedural knowledge, or recognition of how to accomplish a task, is a documented as a
determinant for successful completion of a thesis. The vortex of research surrounding
knowledge associated with graduate writing ability is substantial and states such skills are
foundational for thesis completion (Croxton, 2014; Lavelle & Bushrow, 2007; Lindsay, 2015;
Ondrusek, 2012). Additionally, graduate writing does not begin and end with the thesis.
Research suggests the integration of graduate writing into the curriculum, shaped through routine
and continual feedback (Boote & Beile, 2005; Lindsay, 2015), improves the development of
necessary skills. Being able to write, in and of itself does not guarantee thesis completion.
However, it allows for greater metacognitive strategies to develop deemed vital to thesis efforts.
Metacognitive knowledge is essential for forming strategies for thesis completion.
Research points to various elements of reflection, segmenting of production requirements, self-
regulation, and organizational skills as essential elements of the graduate writing process leading
to thesis completion (Lagstedt & Kauppinen, 2011; LaVallie & Melrose, 2005). For most
students, the thesis represents their first substantive effort in scholarly research. As such, an
ability to properly segment thesis production into manageable elements, in terms of the scope
and scale of the research to be conducted as well as setting realistic timelines for completion,
presents a significant metacognitive challenge (Lindsay, 2015).
Understanding the typology of knowledge influences is a critical step in designing
solutions to address deficiencies. Clark and Estes (2008) posit the proper classification of
knowledge typologies allows for appropriately framed problems and the design of effective
solutions within the proper construct and environment. The following sections expand on the
literature associated with the procedural knowledge linked to graduate writing as well as the
metacognitive knowledge tied to help-seeking and self-regulatory abilities.
THESIS COMPLETION

51
Graduate writing competence. Students need to know how to write at the graduate level.
It is important to acknowledge the procedural knowledge aspects of graduate writing extend
beyond simple sentence structure and grammar. Rather, graduate writing represents the totality
of researching and synthesizing disparate information focused at an appropriate level for the
targeted audience (Lavelle & Bushrow, 2007; Ondrusek, 2012). The elemental knowledge
influences, researching and synthesizing, follows sequentially.
Effective research provides the foundation for subsequent elements of graduate writing.
The collective research suggests graduate level writing requires a thorough review and
understanding of previous research on a selected topic (Boote & Beile, 2005; Green & Bowser,
2002; Ondrusek, 2012). Lacking proper research skills, thesis progress stagnates or presents an
incomplete understanding of the problem and previous research. Qualitative and quantitative
studies have pointed to the benefits of building strong relationships between students and library
staffs to improve research abilities and increase thesis and dissertation rates (Burkholder et al.,
2013; Green & Bowser, 2002). Thus, research abilities provide the source and structure for
summative analyses critical to graduate writing.
Students need to possess an ability to synthesize information into sound and supportable
arguments. Research on graduate writing competencies points to a student’s skill in drafting
summative reviews as essential to a completing thesis or dissertation requirements (Boote &
Beile, 2005; Lavelle & Bushrow, 2007; Ondrusek, 2012; Pemberton, 2012). Partially, the
failures associated with writing trace to student assumptions. Studies on graduate writing
perceptions and errors suggest students often believe quality writing begins and ends with proper
grammar and sentence structure; thus, the logical presentation of thought is secondary (Koncel &
Carney, 1992; Linder, Murphy, Wingenbach, & Kelsey, 2004; Ondrusek, 2012). In addition,
THESIS COMPLETION

52
fundamental knowledge of the thesis topic provides an ability to more effectively synthesize and
understand relevant literature. De Kleijn et al. (2013) and Pemberton (2012) maintain student
knowledge in a given area improves the quality of the literature review as well as providing a
richer, two-way dialogue with chairs and committee members. Through such discussions with
chairs and committee members, learning and understanding improves topically as well as
procedurally concerning thesis elements and requirements (De Kleijn et al., 2013). Boote and
Beile (2005) further contend the importance of possessing fundamental knowledge of the
research topic is more critical when there is limited or insufficient literature on the specific topic;
in these cases, students are better equipped to pull from analogous research in related fields.
Collectively, a substantial base of knowledge provides an ability to assess critically the research
and literature within a given area. Thus, the student is able to synthesize supporting and
dissenting viewpoints, discern existing gaps in the research, and develop valid research questions
to advance learning in the chosen discipline (Boote & Beile, 2005; Pemberton, 2012). The
combination of declarative knowledge and effective research and graduate writing skills during
the thesis phase provides the framework for successful completion. The challenges of graduate
writing highlight potential deficiencies in an individual student’s academic preparation for
completing a thesis. However, the problem can be confounded when the student is also unaware
or reluctant to seek assistance.
Student helps seeking. Students need to know when to seek help with thesis
requirements. For graduate students, possessing the metacognitive knowledge and awareness of
when to seek assistance with thesis requirements is essential. De Kleijn et al., (2013), LaVallie
and Melrose (2005), and Shepherd and Nelson (2012) contend that help-seeking awareness
presents a barrier to effective graduate writing and is a confounding problem for adult learners,
THESIS COMPLETION

53
specifically within the distance learning environment. LaVallie and Melrose (2005) suggest
adult learners are often more uncomfortable, unwilling, or unaware of how to seek help; however
the use of detailed outlines or rubrics for integrative thesis elements provide students passive
written guidance assistive in developing basic help-seeking habits. Although the majority of
universities provide graduate writing support, it is more often the desire of the student to seek
assistance and not awareness preventing such actions. Research suggests students are reluctant
to seek assistance until there is a significant incentive or penalty looming (i.e., graduation is
dependent upon thesis completion) or a faculty initiates the assistance (Koncel & Carney, 1992;
Ondrusek, 2012). Although students’ awareness that assistance is required is an initial first step,
students must recognize the type of barrier preventing effective writing.
Students in the thesis phase of a graduate program are often unaware of the steps
involved in constructing a thesis. Thus, discerning the presence of potential problems and
constructing of insightful questions leading to solutions is exceedingly difficult. De Kleijn et al.,
(2013) and Duranczyk, Franko, Osifuye, Barton, and Higbee (2015) suggest the level of concern
for students in the thesis phase of a program can reach an obsessive level due to the unknown
nature of the process. As such, the complexity and self-directed nature of the thesis process
becomes overwhelming, often preventing the formulation of timely questions. More
importantly, students may not recognize they have reached an impasse and are ostensibly lacking
effective self-assessment skills.
Effective self-assessment is a fundamental element for timely help seeking. Research
points to self-awareness of strengths and weaknesses, knowledge and uncertainty, as essential for
accurate goal setting, efficient help-seeking and eventual task accomplishment (Dembo & Eaton,
2000; Zimmerman, Bonner, & Kovach, 1996). However, an individual’s desire to bolster his
THESIS COMPLETION

54
self-efficacy or to avoid negative feedback in the future often inhibits such awareness (Dembo &
Eaton, 2000; Taylor & Brown, 1988). Thus, poor student self-assessments and resistance to
seeking assistance combined with the known challenges of graduate writing and uncertainty
surrounding the thesis process present significant barriers to thesis completion. As such, student
self-regulatory knowledge and strategies become increasingly important.
Student self-regulation. Students need to have self-regulatory and time management
skills to navigate the often-unscripted structure of thesis research. The metacognitive awareness
of time requirements and management strategies for completion of any academic endeavor is
essential. Empirical studies consistently point to a lack of self-regulatory skills as a leading
factor for student disengagement (Croxton, 2014; De Kleijn et al., 2013). External challenges,
such as full-time employment or family requirements provide an additional layer of complexity
to self-regulatory abilities. Research consistently recognizes increased time management
challenges for students maintaining full-time employment (Garcia, Malott, & Brethower, 1988;
LaVallie & Melrose, 2005). Within the construct of the thesis, metacognitive knowledge
associated with self-regulatory skills provide an ability to know what strategies to employ and
when to apply them to achieve the desired results (Dembo & Eaton, 2000; Mayer, 2011). Thus,
self-regulation represents a continuum of reflection, adaptation, and assessment.
Effective employment of self-regulatory skills allows a student to control the elements
that affect learning and task completion. For adult learners, attempting to balance educational,
personal, and professional requirement, these skills are even more critical. Effectively
segmenting the collective life tasks requires a series of strategic, self-regulatory actions (Lindsay,
2015; Spaulding & Rockinson-Szapkiw, 2012). Skills such as time management, control of the
physical environment, goal setting, and utilization of the social environment are essential, but the
THESIS COMPLETION

55
key is knowing when and how to modify the elements (Dembo & Eaton, 2000; Zimmerman &
Risemberg, 1997). When such skills are absent or an imbalance exists between personal,
professional, or educational requirements, student performance often suffers (Dembo & Eaton,
2000; Shepherd & Nelson, 2012).
The summary of knowledge types and influences relative to WI’s global goal are
included in Table 1. Additionally, the table provides a brief description of the assessment tools
utilized for measuring the impact of the influences on the achievement of the global goal.
Table 1
Knowledge Influencers
Organizational Mission
The mission of WI is to strengthen the national security of the United States by providing
graduate level educational programs and services.
Organizational Global Goal
By June 2020, WI will obtain a 100% thesis submission and acceptance rate for students within
one year of curriculum completion.
Knowledge Influence Knowledge Type Knowledge Influence Assessment
Students need to know how to write
at the graduate level.
Procedural
Flesch-Kincaid Readability Index
Literature Review Rubric based upon
Boote and Beile (2005)

Quantitative student surveys and
qualitative, open-ended student
interviews based upon Boote and Beile
(2005), Varney (2003, 2010), and
Zimmerman and Bandura (1994)
Students need to know when to seek
help with thesis requirements.
Metacognitive
Quantitative student surveys and
qualitative, open-ended student
interviews based upon the MSLQ
(Pintrich et al., 1991)
Students need to have self-
regulatory and time management
skills to navigate the often-
unscripted structure of thesis
research.
Metacognitive
Quantitative student surveys and
qualitative, open-ended student
interviews based upon the MSLQ
(Pintrich et al., 1991) and Dembo and
Eaton (2000)

THESIS COMPLETION

56
Motivation
Motivation is critical for success in the academic environment. Numerous studies point
to the positive benefits of self-efficacy, interest, and the importance of possessing goals for
increasing student persistence, and improving academic achievement (Bandura, 2000, 2005;
Eccles, 2006; Pajares, 2006; Schraw & Lehman, 2009). Clark and Estes (2008) describe three
motivational indexes: (a) active choice – the decision to pursue a goal; (b) persistence – the
decision to see a task through to completion; and (c) mental effort – the investment in effort to
complete a task. Combined, elements of these indexes can help discern gaps related to
performance associated with motivation. Understanding motivation and its dynamic nature,
requires routine analysis and updating to ensure support structures are meeting motivational
requirements (Clark & Estes, 2008; Spitzer, 1995).
The role of motivation for thesis completion draws upon all three indexes defined by
Clark and Estes (2008). Active choice continues to challenge graduate students past enrollment
and throughout the thesis process, often visible through procrastination on writing requirements
or the lack of intermediate goals (Green & Bowser, 2002; Ivankova & Stick, 2007). Persistence
is at the heart of the ABT phenomena and studies positively correlate persistence to direction and
feedback (Kennedy et al., 2015; McCarthy, 2015). Finally, faculties cite mental effort as the
missing link between thesis completion and failure (Andrews et al., 2001). Within the literature
on thesis completion, self-efficacy theory and goal orientation theory are key constructs for
examining student performance. Sequentially, a discussion of general theory precedes a review
of specific literature associated with motivational influences related to student thesis production.
Self-efficacy theory. Self-efficacy theory provides a lens for analyzing an individual’s
beliefs concerning a given ability as well as a framework for understanding how those beliefs
THESIS COMPLETION

57
develop and adapt (Bandura, 1997, 2000; Pajares, 2006). When it is high, the individual is more
likely to make the choice to begin the task, persist through completion, and apply the appropriate
mental effort; conversely, when self-efficacy is low, a task may not be start, completed, or poorly
executed due to a lack of effort (Bandura, 1997, 2000; Clark & Estes, 2008; Eccles, 2006;
Pintrich, 2003). The theory foundationally relates to social cognitive theory, which contends
self-efficacy, derived from an individual’s interaction with the surrounding environment, is the
catalyst for action and persistence (Bandura, 1997, 2005; Pajares, 2006).
Self-efficacy represents a belief in one’s ability; it does not have to be a proven or
repeatable fact nor does it represent a projection of outcomes (Pajares, 2006). Each interaction
with peers, faculty members, or written feedback may influence a student’s self-efficacy
(Pajares, 2006; Pintrich, 2003). Pajares (2006) contends the beliefs form through experience,
observation of others, inputs from others, and one’s own sense of optimism or pessimism with
regards to a given task. Thus, understanding self-efficacy requires an assessment of both the
individual and the environment to determine how self-efficacy is increased or diminished as well
as the resultant impacts on desired outcomes.
Student graduate writing self-efficacy. Students need to feel confident in their ability
to write at the graduate level leading to the thesis completion. The self-efficacy challenge
encompasses all of the elements of graduate writing and thesis production. Research points to
confidence in performing basic research, fundamental subject knowledge, an ability to synthesize
information, self-regulation skills, and incorporating feedback as critical elements of graduate
writing self-efficacy (Boote & Beile, 2005; Lindsay, 2015; McCarthy, 2015). However,
graduate writing skills do not represent the sole barrier to thesis completion; the entire thesis
process, from proposal through submission (or defense, if required), is the great unknown for
THESIS COMPLETION

58
many students. However, students who observe other students successfully complete the thesis
process possess higher self-efficacy in their abilities to do the same (Andrews et al., 2001). At
the heart of student self-efficacy are the combined interactions between the student, chair,
committee members, and department faculty members (Andrews et al., 2001; Croxton, 2014;
Lindsay, 2015). Within these interactions, a critical element to improving self-efficacy is timely
and pointed feedback.
The quality, timeliness, and student inclusion of feedback are essential for thesis
production and sustained student self-efficacy. When feedback is meets the aforementioned
standards, students readily attribute successful thesis completion to the feedback provided by
chairs and committee members (Andrews et al., 2001). Conversely, research points to a lack of
feedback in the thesis process diminishing self-efficacy, increasing self-doubt and frustration,
and leading to student disengagement (Andrews et al., 2001; Croxton, 2014; De Kleijn et al.,
2013; Kennedy et al., 2015). Importantly, feedback is not constrained to those within the inner
circle of thesis production (i.e., chairs, committee members, and students). Beyond sentence
construction, graduate writing requires effective research and bibliographic skills and routine
interaction and feedback from library staffs, involvement with graduate writing centers, and
focused instruction within a curriculum can increase student self-efficacy (Boote & Beile, 2005;
Green & Bowser, 2002; Ivankova & Stick, 2007). Collectively, consistent feedback and
instruction from a variety of sources provides an expanding baseline of experiences critical for
self-efficacy. Within the graduate writing context, these experiences affect student persistence.
Self-efficacy influences student persistence (Pajares, 2006; Pintrich, 2003). Lower self-
efficacy linked to graduate writing contributes to diminished persistence and student
disengagement (Andrews et al., 2001; Croxton, 2014). The individual nature of the thesis
THESIS COMPLETION

59
process can exacerbate a sense of isolation common to many students in this phase of a graduate
program, as sources of stabilizing feedback from peers and faculty are absent. Thus, student
persistence can decrease concomitantly with self-efficacy (McCarthy, 2015; Silinda &
Brubacher, 2016). Lindsley, Brass, and Thomas (1995) contend continued periods without
corrective feedback can create a downward, self-efficacy spiral that produces increased
procrastination, declining performance, and disengagement (Croxton, 2014; Huerta et al., 2016;
McCarthy, 2015). For most students, motivation and persistence is not a singular construct;
rather, they represent the expression of the why driving a student’s actions.
Goal orientation theory. Goal orientation theory provides a framework for assessing
individual motivators for engagement in a task (Kaplan & Maehr, 2007; Pintrich, 2000; Yough &
Anderman, 2006). The theory utilizes two separate orientations for explaining engagement. The
first concept is mastery, or the internal desire to fully understand and master the task or work.
The second concept is performance, or the internal desire to excel at a task compared to others
(Pintrich, 2000; Yough & Anderman, 2006). Within the conceptual frameworks, the
aforementioned research suggests the presence of approach (achieve the positive outcome) and
avoidance (avoid the negative outcome) internal drivers. Importantly, goal orientation theory is
not mutually exclusive. A student may be performance-focused in one area and mastery-focused
in another (Pintrich, 2000; Yough & Anderman, 2006) and the adoption of one goal orientation
over another correlates to the complexity of task and ultimate goal obtainment.
A mastery goal orientation is associated with improved outcomes when task complexity
increases. Meta-analysis involving 24 studies on goal orientation showed a mastery approach to
goal orientation increased performance on more complex tasks (Kaplan & Maehr, 2007; Utman,
1997). In addition to task complexity, goal orientation influences an individual’s beliefs on
THESIS COMPLETION

60
personal knowledge as either being relatively stable or adjustable through effort. Dweck and
Leggett (1988) and Heyman and Dweck (1992) suggest individuals who believe increases in
knowledge and performance are the product of effort and not inherently fixed abilities tend to
possess mastery orientations. Thus, the complexity of the thesis process and growth in personal
knowledge aligns with the tenants of a mastery goal orientation.
Student goal orientation in the thesis process. Students need to possess a mastery goal
orientation to complete a thesis successfully. Outside of the overall complexity, a mastery
orientation mitigates two significant challenges associated with thesis production: (a) student
approach to feedback and (b) student approach to self-directed research. Research suggests
students who establish mastery oriented goals tend to actively seek feedback to ensure successful
obtainment of goals; conversely, performance oriented students often view feedback as too
evaluative and tend to avoid such opportunities (Dweck & Leggett, 1988; VandeWalle, 2004;
VandeWalle et al., 2001). As seeking and incorporating feedback is recognized as a contributor
to student persistence and thesis completion (Croxton, 2014; Kennedy et al., 2015), a mastery
orientation facilitates consistent interaction with thesis chairs and committee members.
Second, self-directed research and thesis production is inherently isolating and lacking of
well-defined procedural elements. Numerous studies have outlined the highly independent
nature of this phase of graduate education as well as its amorphous structure; knowledge of how,
what, and when to produce individual elements of a thesis or dissertation is ostensibly unknown
to most students (Ali & Kohun, 2006; Ewing, Mathieson, Alexander, & Leafman, 2012;
McCarthy, 2015). Additionally, after coursework is completed, there is typically less interaction
with faculty and fellow students during the thesis or dissertation phase. The intersection of
procedural confusion surrounding thesis or dissertation production and the reduced
THESIS COMPLETION

61
communication exacerbates the feelings of isolation (Ali & Kohun, 2006). From a performance
orientation perspective, the aforementioned combination of factors is problematic.
The thesis environment is void of consistent feedback and is exceedingly challenging.
Research points to performance goal strategies as being less effective with inconsistent student
and faculty interaction and identified benchmarks (Liechty et al., 2009; Silinda & Brubacher,
2016). Conversely, as noted by Dweck and Leggett (1988) and VandeWalle and Cummings
(1997), such settings are more suited for mastery-oriented learners who typically exhibit greater
persistence, independent problem solving, and the awareness to seek help. Thus, within the less-
scripted thesis environment, especially for distance learners facing increased isolation from peers
and faculty, mastery strategies are essential (LaVallie & Melrose, 2005; Terrell et al., 2012).
The summary of motivational influences relative to WI’s global goal is included in Table 2.
Additionally, the table provides a brief description of the assessment tools utilized for measuring
the impact of the influences on the achievement of the global goal.
Table 2
Motivational Influencers
Organizational Mission
The mission of WI is to strengthen the national security of the United States by providing graduate
level educational programs and services.
Organizational Global Goal
By June 2020, WI will obtain a 100% thesis submission and acceptance rate for students within one
year of curriculum completion.
Assumed Motivation Influences Motivational Influence Assessment
Self-efficacy – Students need to feel confident in
their ability to write at the graduate level.
Quantitative student surveys and qualitative,
open-ended student interviews based upon
Lavelle and Bushrow (2007), Shell, Murphy,
and Bruning (1989), and Varney (2003, 2010)
Goal orientation – Students need to possess a
mastery goal orientation to complete a thesis
successfully.
Quantitative student surveys and qualitative,
open-ended student interviews based upon the
MSLQ (Pintrich et al., 1991) and
instrumentation by VandeWalle (1997)

THESIS COMPLETION

62
Organizational Influences
Organizations are dynamic entities with unique processes and cultures defining the
manner for performing work and the frames for shaping the beliefs and attitudes of the
organizational stakeholders (Bolman & Deal, 2013). Unsurprisingly, missed performance targets
are not simply attributable to deficits in employee or stakeholder knowledge and motivation, but
additionally connect to the missing processes, materials, or cultural alignment required for
success (Clark & Estes, 2008). Clark and Estes (2008) consider the elements within an
organization preventing the achievement of stated goals or performance metrics as barriers,
whether formal and rigid (processes and procedures), or informal and implied (culture and
climate), such organizational influences represent the third factor in the gap analytical
framework. For purposes of this study, the focus is on the organizational influences directly
affecting and interfacing with the student stakeholder group utilizing the framework surrounding
cultural models – the ingrained assumptions of how organizations operate, and the cultural
settings – the operationalized reality unique to stakeholder interactions, discussed by Gallimore
and Goldenberg (2001) driving the desired organizational outcomes.
Cultural models and settings are subject to idealized and varied interpretations of quality
and effectiveness from organization to organization (Gallimore & Goldenberg, 2001). As such,
predetermined models correctly or incorrectly shape how an organization accomplishes its
mission and provide the lens for performance assessment (Bolman & Deal, 2013; Schein, 2017;
Senge, 2006). These lenses, which are often flawed, oversimplified, or lack completeness, can
serve to confound organizational performance by only allowing stakeholders to see what they
wish to see at the expense of unearthing unseen problems impacting goal obtainment (Bolman &
Deal, 2013; Edwards, Day, Arthur, & Bell, 2006). In many cases, what is neither recognized nor
THESIS COMPLETION

63
understood are the interconnections between the various models, processes, knowledge, and
motivational factors operating within the organization.
Understanding organizational performance requires an understanding of the links
between knowledge, motivation, and the organizational influences (Clark & Estes, 2008). When
properly constructed, the organization provides the integration between stakeholder knowledge
to perform, the motivation to perform, and the beliefs and values of the organization (Schein,
2017; Senge, 1990). Specifically, surrounding thesis and dissertation completion in the DL
environment, the body of literature highlights two critical areas for evaluating the integration of
the KMO elements.
The following sections describe the two cultural setting influences vital for understanding
an organization’s impact on thesis completion. First, the discussion centers on the cultural
settings in which interaction and feedback occurs between thesis chairs, committee members,
and students. Second, the focus shifts to the cultural settings that develop and sustain student
access to institutional resources.
Chair-committee-student interaction and feedback. An intentional and effective
organizational approach to student interaction and feedback with thesis chairs and committee
members is paramount for building student knowledge, increasing, and sustaining persistence,
and the ultimate completion of a thesis (Croxton, 2014; Kennedy et al., 2015). Within the
overall context of chair-committee-student interactions, the quality of the relationship between
the student and the chair is key. Research studies frequently cite this relationship as a major
determinant of a student’s completion of a thesis or dissertation (Andrews et al., 2001; Golde,
2005; Spaulding & Rockinson-Szapkiw, 2012). The relationship, interaction, and direction
provided by the chair is critical, and not just for average or below-average students; Ivankova
THESIS COMPLETION

64
and Stick (2007) contend the unstructured nature of the thesis or dissertation demands an
engaged chair to guide students towards successful thesis completion. Silinda and Brubacher
(2016) expand on the need for supervision, as a key stressor for students is the lack of knowledge
concerning expectations during the thesis phase resulting from limited guidance. In their
research, Silinda and Brubacher (2016) suggest students view chair and committee driven
process checks as a tool for reducing, not increasing stress during the thesis phase. Similarly,
Croxton (2014) and Silinda and Brubacher (2016) recognize timely feedback, through multiple
channels of communication, increases student satisfaction, persistence, and most importantly,
thesis progress. As the thesis process is largely an unknown to most students, feedback also
serves as a rudder for steering the student away for extraneous work or misplaced ideological
pursuits.
De Kleijn et al. (2013) and Terrell et al. (2012) note a key benefit of timely feedback is
student incorporation of suggestions into the thesis prior to misdirected efforts, the loss of
interest, or disengagement. The clarity of feedback delivered is relevant to the discussion, but
not seen as problematic. Terrell et al. (2012) assets that students routinely note all feedback as
valuable, and even more so, if it is timely. However, Lindsay (2015) submits clear and targeted
feedback is more beneficial for piercing through the unknown barriers and clarifying pathways
towards ultimate completion. Timely feedback is a recognized tool for sustaining thesis
production and maintaining student persistence. Therefore, the organizational approach to
forging and developing this relationship is paramount. Within the distance-learning
environment, the chair-student relationship and subsequent interaction and feedback from
committee members are critical.
THESIS COMPLETION

65
Effective interaction and feedback for students in the thesis phase begins with timely and
frequent chair-committee-student interactions. At the graduate level, students frequently
correlate their success or failure in the thesis or dissertation phase to timely and consistent
feedback (Croxton, 2014; De Kleijn et al., 2013). Ivankova and Stick (2007) further contend
students view chair and committee member accessibility and timeliness of feedback more
favorably and impactful than the quality of feedback. From the perspectives of self-efficacy
(Bandura, 1977, 1997) and goal-orientation (Pintrich, 2000, 2003), consistent feedback serves to
increase self-efficacy and the development of mastery goal orientations, both of which are
essential elements for enhancing student persistence through the thesis process. Although
research suggests timely and consistent feedback is a stronger determinant for persistence
through thesis completion, quality feedback can help overcome delays in feedback processes.
Clear and actionable feedback stemming from chair-committee-student interactions
improves student outcomes in the thesis phase of a graduate program. Unlike other educational
endeavors, the feedback during thesis production is not only evaluative in nature; it is also
prospective. Quality feedback assists in clarification of goals, defining the missing elements, and
providing the future steps required for completion (de Kleijn et al., 2013; Lindsay, 2015;
McCarthy, 2015). In addition, substantive feedback assists in preventing student frustration and
stagnation common during the thesis or dissertation writing process (Silinda & Brubacher, 2016;
Terrell et al., 2012). Lagstedt and Kauppinen (2011) suggest targeted feedback creates an
empowered learner or one capable of persisting through to thesis completion. Collectively,
timely and detailed feedback is the essential scaffolding elements inherent to the responsibilities
of the chair and committee members. Although feedback delivery formats and medium vary,
THESIS COMPLETION

66
research points to the benefit afforded highly interactive discussions between chairs, committee
members, and students (Croxton, 2014; Kennedy et al., 2015).
Student access to university resources. Access to campus resources is essential for
student success in thesis production. Fundamentally, the resources span the entirety of the
academic enterprise (Tinto, 1993). For purposes of this study, the focus centers on the resources
encompassing thesis production. Sequentially, the discussion addresses access to library and
research services (Boote & Beile, 2005; Green & Bowser, 2002; Liechty et al., 2009); graduate
writing centers (Green & Bowser, 2002; Ivankova & Stick, 2007; Simpson, 2012; Sundstrom,
2014); and chair and committee members (Lindsay, 2015; Shepherd & Nelson, 2012).
Research by Boote and Beile (2005), Green and Bowser (2002), and Ivankova and Stick
(2007) assert graduate student writing and thesis production benefit from consistent interaction
and partnerships with library staffs. Building such relationships requires both an investment in
time and energy on the part of the student as well as an understanding of how to start. However,
Boote and Beile (2005) contend most graduate students assess their abilities within the library
systems as insufficient, view their chairs and committee members similarly, and are unaware of
steps for mitigating the deficiency. Green and Bowser (2002) and Liechty et al. (2009) suggest a
more proactive approach to institutionalizing student-faculty-librarian interaction throughout
graduate programs and not simply as a last resort for assisting students stagnated or lacking
sufficient research for thesis completion. The procedural knowledge associated with accessing
these resources is essential for all students, but even more critical for distance learners who
typically rely solely on electronically accessible resources (Green & Bowser, 2002; Ivankova &
Stick, 2007). Effective research represents a large segment of the thesis process and student
challenges. For many students, both in-residence and distance learners, accessing graduate
THESIS COMPLETION

67
writing centers to address deficiencies and frustrations in the writing process presents an
additional barrier.
Graduate students need to know how to contact writing support centers and the types of
support available. Similar to the literature surrounding assistance from library and research
staffs, graduate writing centers are viewed as essential, yet underutilized tools available to the
struggling writer. Lindsay (2015) and Lee and Atchison (2009) argue the barrier presented by
insufficient graduate writing abilities is formidable and requires not just grammatical and
linguistic assistance, but also genre and disciplinary instruction to be effective. Green and
Bowser (2002) and Ivankova and Stick (2007) suggest that early and consistent interaction with
graduate writing centers improve student performance and sustain persistence at the most critical
juncture of a graduate student’s fledgling career as a researcher. With the growing DL student
populations, the real issue centers on creating an effective push or pull system for bringing
students into the graduate writing centers for assistance (Sundstrom, 2014). Simpson (2012)
further contends for the centers to be truly effective, they need to provide rapid access and entry
points. Thus, the student stagnated on a section, concept, or transition receives timely and
pointed assistance. Although it is widely assumed that all graduate students will struggle during
the thesis or dissertation phase, an ability to address writing barriers through graduate writing
centers provides an alternative to reliance on chairs and committee members for guidance.
Student ability to access thesis chairs and other committee members provides for more
effective and efficient thesis production. Shepherd and Nelson (2012) assert technology
removed many actual and perceived barriers, however, student-faculty interactions remain core
barriers. For distance learners who lack an ability to meet on campus, access can prove
problematic. Lindsay (2015) contends chair and committee adherence to interaction protocols is
THESIS COMPLETION

68
essential for thesis processing. Variance between the frequency and medium for chair and
committee member access is problematic. Such differences are especially challenging within a
cohort setting where student comparisons of faculty support can be detrimental to those suffering
with decreased access and feedback (Lindsay, 2015). Thus, the ability for students to access
thesis chairs and committee members is a potential barrier to thesis completion; lacking clear and
consistent pathways, students are at risk for failure. The key to avoiding early disengagement
resides in understanding and recognizing additional elements associated with student persistence.
The organizational approach to encouraging the use of rich, two-way media for chair-
committee-student interactions affects student incorporation of thesis feedback. The approach is
more critical in the distance-learning environment where students experience increased proximal
isolation (LaVallie & Melrose, 2005). In such programs, research points to the problematic
nature of incorporating feedback when there is a lack significant interaction (Kennedy et al.,
2015). Email or asynchronous tools leave the processing and incorporation of feedback to a
singular interpretation of written commentary. Terrell et al. (2012) suggests low-level
communication between chairs, committee members, and students may exacerbate student
disengagement. Thus, increasing the face-to-face opportunities for feedback from chairs or the
development of learning communities is a critical step for increasing persistence in the DL
environment (LaVallie & Melrose, 2005; Terrell et al., 2012).
Fundamentally, the organizational influences focus on relationships; they include the
relationship between the chair and student, as well as the student and the staff providing services
at university. Andrews et al. (2001) argues it is the collective experiences, embodied by all
student interactions across the academic institution, that affect and shape student persistence.
Thus, at its core, it epitomizes the principle of creative tension highlighted by Senge (1990) with
THESIS COMPLETION

69
the combined efforts of the faculty, chairs, committee members, and staffs guiding the individual
transition from student to scholar. Following this logic, improving thesis completion must shift
from an inherently student-centric or chair-centric endeavor, to a collective effort between chairs,
committee members and students (Terrell et al., 2012). In the process, the goal for all
stakeholders is to accurately identify and address the gaps in student knowledge and motivation
serving as barriers to thesis completion. The evaluation of the stated organizational influences
ultimately becomes a measure as to the effectiveness of program design, instruction, and faculty
service encompassing the singularly individual endeavor represented by thesis completion. The
summary of organizational influences relative to WI’s global goal is included in Table 3.
Additionally, the table provides a brief description of the assessment tools utilized for measuring
the impact of the influences on the achievement of the global goal.
Table 3
Organizational Influencers
Organizational Mission
The mission of WI is to strengthen the national security of the United States by providing
graduate level educational programs and services.
Organizational Global Goal
By June 2020, WI will obtain a 100% thesis submission and acceptance rate for students within
one year of curriculum completion.
Assumed Organizational Influences Organizational Influence Assessment
Chair-committee-student interaction and
feedback is essential for thesis completion.
Quantitative surveys and qualitative, open-ended
interviews based upon instrumentation by De
Kleijn et al. (2013), Kennedy et al. (2015), the
Doctoral Student Connectedness Scale by
Terrell et al. (2009), and Terrell et al. (2012)
Students in the DL environment require access
to university resources.
Quantitative surveys and qualitative, open-ended
interviews based upon Boote and Beile (2005)
Green and Bowser (2002), Ivankova and Stick
(2007), Kennedy et al. (2015), and Terrell et al.
(2012)

THESIS COMPLETION

70
Summary
This literature review synthesizes the existing research surrounding the knowledge (K),
motivation (M), and organizational influences (O) surrounding thesis completion in a blended
learning graduate program under the conceptual framework of the gap analytical model (Clark &
Estes, 2008). Collectively, the sparse literature specific to the thesis process augmented by
substantial research centered on dissertation completion provides key insights into the KMO
factors affecting thesis completion. Overarching theories on knowledge (Krathwohl, 2002;
Mayer, 2011; Rueda, 2011), motivational factors (Bandura, 1977, 1997; Kaplan & Maehr, 2007;
Pintrich, 2000; Yough & Anderman, 2006), and organizational influences (Schein, 2017; Senge,
1990) framed the KMO discussion regarding thesis and dissertation completion. Thus, the
literature review not only highlights critical elements associated with student knowledge
(graduate writing, self-regulation, and help-seeking ability and awareness), student motivation
(self-efficacy and goal orientation), and organizational influence (chair-committee-student
interaction and feedback and student access to resources), but also delineates clear paths for
understanding the interaction between influences.
From the literature, the complexities and interaction of KMO elements suggests a more
robust methodological approach to understand better the actualized effect of each influence and
to conceptualize the interaction between the elements. Using the KMO elements to shape the
research questions, an explanatory sequential mixed methods approach (Creswell, 2014; Green,
2007; Maxwell, 2012) becomes the tool for overlaying the literature to the specific environment
defining the KMOs associated with WI’s goal of obtaining 100% thesis completion within one
year of curriculum completion. The deeper discussion of this method follows in the research
methodology section of Chapter 3.
THESIS COMPLETION

71
Chapter Three: Methodology
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which WI is meeting its goal of
100% thesis submission and acceptance for students within one year of curriculum completion.
Specifically, the study examined the KMO influences distinguished within the literature as
relevant as wells as demonstrating a measure of interdependence and relational qualities. With
the large number of students nationwide languishing in an ABT or ABD status and the increasing
number of graduate programs in a multitude of formats, the project is exceedingly relevant and
widely generalizable. However, the greater connections created from the research design,
methodology, data collection, and analysis addressed a specific problem of practice within a
unique educational environment. As such, recommendations for improvements and articulation
of future implementation strategies may prove exceedingly difficult to transfer and apply across
a broad spectrum of individual organizations. Guiding the study’s design were the following
research questions:
1. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual Framework
The framework for a study provides graphic and written structure and context for the
research and subsequent explanations and discussions of findings. Whether termed a conceptual
framework (Maxwell, 2012; Miles & Huberman, 1994) or theoretical framework (Anfara &
Mertz, 2014; Merriam & Tisdell, 2016), it represents a lens for viewing and understanding a
THESIS COMPLETION

72
given phenomenon. The frameworks provide the language for capturing and translating events
and beliefs encompassing the study while providing a continuation of terms and concepts from
previous research for rapid assimilation within a given discipline and across multiple disciplines
(Merriam & Tisdell, 2016; Wolcott, 2005). Ultimately, a properly selected conceptual
framework provides the road map from where previous research ends, new research begins, and
the means for understanding and describing the results.
Clark and Estes (2008) contend the relationship and alignment between an organization’s
goals and the knowledge, motivation, and organizational processes are the keys to unlocking
increased performance. Typically, the discussion of the various KMO elements occurs
separately; however, they intertwine and link across multiple facets. Changes in a singular
element may not be effective without a corresponding effort within another (Clark & Estes,
2008). Schein (2017) and Senge (1990) further contend organizations operate with unique
cultures providing integrated linkages between processes, knowledge, and motivation; when
properly functioning, high-performance, learning, and adaptation to changing conditions is
possible. Thus, as Bandura (2000) argued, the outcomes of an organization reflect the totality of
knowledge, motivation, and processes inherent within the group as a singular force, not merely
the sum of the individual elements.
The organizational influences, knowledge, and motivation factors in Figure 3 depict the
application of the gap analytical framework (Clark & Estes, 2008) in relation to WI’s global goal
of 100% thesis completion within one year of curriculum completion. Individually, the seven
listed KMO influences reflect the focus of the quantitative and qualitative assessments.
Collectively however, they paint a broad picture of WI’s thesis process through the eyes of the
student stakeholder group.
THESIS COMPLETION

73

Figure 3. WI Thesis Completion Gap Analytical Framework. Adapted from “Turning Research
Into Results: A Guide to Selecting the Right Performance Solutions,” by R. E. Clark and F.
Estes, 2008, Charlotte, NC: Information Age Publishing, Inc.
Figure 3 graphically displays the interrelated nature of the KMO influences. As an
example, feedback from a thesis chair may influence a student’s self-efficacy, which, in turn,
may increase or diminish effort leading to improved or declining graduate writing performance.
Thus, in the application of the gap analytical framework (Clark & Estes, 2008), it is important to
recognize both the individual elements as well as the potential positive and negative synergies
resulting from their inherently interrelated nature. Discerning the degree of the influence each
KMO element imparts and their interaction is at the heart of the research methodology.
Methodological Framework
Data collection schedules coincided with cohort in-residence sessions at WI. Phase I (PI)
of the study, conducted in late September and early October 2017, occurred at two separate, five-
THESIS COMPLETION

74
day intervals to capture both cohorts during in-residence sessions. Phase II (PII) of the study in
December 2017, occurred during the final in-residence session for both cohorts during their
graduation week. The primary methodology employed in this study was Creswell’s (2014)
multiphase, explanatory sequential mixed methods design building upon the mixed methods
approach of Greene (2007) and Maxwell (2012) and included a quantitative survey (37 questions
covering demographic data and KMO influencers), qualitative interviews (12 respondents
participated in each phase), and document analyses. By surveying and interviewing students
early in their fifth quarter and again at graduation, the ability to collect, compare, and elucidate
student perceptions of the thesis process delivered a rich set of data. Taris (2000) argues a major
benefit of such studies resides within the descriptive possibilities afforded through research on
the same subjects at different points in time. As such, a primary consideration for the qualitative
sampling was continuity in respondents.
The explanatory sequential mixed methods approach embedded within each cycle
involves the collection of quantitative data, shaped by the research questions and overall study
objectives that construct the framework for performing the qualitative study (Creswell, 2014).
Following analysis of the quantitative results, the qualitative assessment focuses on a small,
purposeful sample informed through the quantitative findings with open-ended question to
expand upon the quantitative study (Creswell, 2014). Of note, consideration was given to
utilizing a single instrument to collect quantitative and qualitative data in what Johnson and
Christensen (2015) term intra-method mixing (e.g., a quantitative survey with additional, open-
ended questions for subjects to provide static responses); however, this convergent parallel
mixed methods approach precludes follow-up on the qualitative elements (Creswell, 2014).
Thus, separate quantitative and qualitative assessments, performed sequentially and in two
THESIS COMPLETION

75
distinct phases, provided a richer, broader, more credible interpretation of the phenomena at the
center of the investigation (Johnson & Christensen, 2015; Tashakkori & Teddlie, 2010). The
research methodology sought to capitalize on the concepts of reflection-in-action, reflection-on-
action; and reflection-on-the-future outlined by Wilson (2008), based upon the work by Schön
(1983). Thus, the melding of framework and methodology provide insights during and after
thesis creation and an opportunity for richer understanding of the transition from student to
scholar. Ultimately, the research results and subsequent recommendations for improvement in
line with the gap analytical framework (Clark & Estes, 2008) deliver a strategic plan for reaching
WI’s goal of 100% thesis completion within one-year of curriculum completion. For each of the
KMO influences, the following sections expound upon the assessment structure, questions, and
instruments designed to highlight the individual influencers’ effect on thesis completion.
Assessment of Performance Influencers
There were seven performance influencers at the center of this study highlighted in Table
4. The relative presence and substantive impact of each influencer on WI students was the focal
point of the quantitative and qualitative assessments, each building upon proven research
concerning specific influencers. However, the adaptation of existing instruments to measure
KMO influencers was not without risk. Creswell (2014) asserts reliance on instrument reliability
and validity hold only for the original study; the disaggregation of an instrument requires
recalibration of reliability and validity. Additionally, Pajares (1996) and Bandura (1986) argue
task specificity offers the greatest predicative capability of ultimate performance. Thus,
questions assessing performance must link directly to the performance factors central to the
study’s purpose. Sequentially, the following sections outline the assessment methodologies for
each KMO influencers with a summary of the assessment methodologies included in Table 4.
THESIS COMPLETION

76
Table 4
Performance Influencers
Assumed Influence Assessment
Knowledge Influences
Graduate writing
Flesch-Kincaid Readability Index
Literature Review Rubric based upon Boote
and Beile (2005)

Quantitative student surveys and qualitative,
open-ended student interviews based upon
Boote and Beile (2005), Varney (2003, 2010),
and Zimmerman and Bandura (1994)
Help-seeking
Quantitative student surveys and qualitative,
open-ended student interviews based upon the
MSLQ (Pintrich et al., 1991)
Self-regulation
Quantitative student surveys and qualitative,
open-ended student interviews based upon the
MSLQ (Pintrich et al., 1991) and Dembo and
Eaton (2000)
Motivation Influences
Self-efficacy
Quantitative student surveys and qualitative,
open-ended student interviews based upon
Lavelle and Bushrow (2007), Shell, Murphy,
and Bruning (1989) and Varney (2003, 2010)
Goal orientation
Quantitative student surveys and qualitative,
open-ended student interviews based upon the
MSLQ (Pintrich et al., 1991) and
instrumentation by VandeWalle (1997)
Organizational Influences
Chair-committee-student interaction and
feedback
Quantitative student surveys and qualitative,
open-ended student interviews based upon
instrumentation by De Kleijn et al. (2013),
Kennedy et al. (2015), the Doctoral Student
Connectedness Scale by Terrell et al. (2009),
and Terrell et al. (2012)
Student Access to University Resources
Quantitative student surveys and qualitative,
open-ended student interviews based upon
Boote and Beile (2005), Green and Bowser
(2002), Ivankova and Stick (2007), Kennedy et
al. (2015), and Terrell et al. (2012)

THESIS COMPLETION

77
Knowledge Assessment
The inherent challenges associated with assessing knowledge without direct observation
are significant. Clark and Estes (2008), and Kirkpatrick and Kirkpatrick (2006) contend
observation or measurement of actionable knowledge is required to evaluate an individual’s
assessed skills. The three knowledge influences identified in the literature, graduate writing,
help seeking, and self-regulation, are difficult to assess as a dichotomous trait. However,
through the combination of computer-based assessments of writing, established rubrics,
quantitative surveys, and qualitative interviews, achieving an understanding of student
knowledge concerning knowledge required to complete a thesis is possible. Sequentially, the
following discussion highlights the strategies comprising this study to assess the aforementioned
influencers.
Graduate writing encompasses research, synthesis of concepts, and original thought
(Boote & Beile, 2005; Lavelle & Bushrow, 2007). The assessment of graduate writing for this
study is two-fold. As graduate writing ability is challenging to discern utilizing a quantitative
survey, the sole focus of the quantitative instrument was discerning the knowledge-based areas
presenting the most difficulty. The survey provided a list of foundational items encompassing
the graduate writing experience based upon research by Boote and Beile (2005), Varney (2003,
2010), and Zimmerman and Bandura (1994). A secondary qualitative interview conducted
following the quantitative survey expanded the understanding of graduate writing proficiency.
Finally, analysis of provided student writing samples offered a manner to triangulate the
quantitative and qualitative instruments.
First, the Flesch-Kincaid Readability Index analysis of writing samples (e.g., the thesis
proposal and the completed thesis) collected from students volunteering for the qualitative
THESIS COMPLETION

78
survey delivered an objective analysis of writing complexity. The Flesch-Kincaid Readability
Index, developed to structure military training and education manuals at an appropriate reading
comprehension level, offers a readily accessible, objective, and reliable methodology for
evaluating written documents (Gibbs, 2012; Kincaid, Fishburne, Rogers, & Chissom, 1975).
Second, using a modified version of the Literature Review Scoring Rubric established by Boote
and Beile (2005), analysis of provided literature reviews offered a secondary review of student
writing performance. Collectively, the combination of instruments and artifact review presents a
means for understanding and evaluating student perceptions concerning their writing abilities
and validating those perceptions with document analysis.
The Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich,
Smith, Garcia, and McKeachie (1991) provided the structure for assessing help-seeking
awareness and frequency, and self-regulation. Specific questions from the survey, modified as
required to reflect accurately the known challenges facing WI students, formed the basis of the
quantitative and qualitative assessments of the metacognitive knowledge associated with help
seeking and self-regulation. Collectively, the knowledge assessments of the three designated
influencers centered on non-experimental data collection techniques. Additionally, excluding the
Flesch-Kincaid analysis, all knowledge, as well as the subsequent motivation and organizational
assessments, reflected self-reported data.
Motivation Assessment
Clark and Estes (2008) divide motivation into three distinct elements including active
choice, persistence, and mental effort. From a thesis completion perspective, the individual
elements are commonly cyclical in nature; they rise and fall as a student advances through the
thesis phase of education (Croxton, 2014; Ivankova & Stick, 2007). Within the literature, two
THESIS COMPLETION

79
prominent theories provide a deeper understanding of how motivation influences student
performance: self-efficacy (Bandura, 1977, 1997; Pajares, 2006) and goal-orientation (Dweck &
Leggett, 1988; VandeWalle, 2004).
For purposes of this study, self-efficacy assessments, specifically for graduate writing,
followed the recommendations of Pajares (1996) and Bandura (1986), building upon the MSLQ
developed by Pintrich et al. (1991) as well as the research and specific instruments constructed
by Lavelle and Bushrow (2007), Shell, Murphy, and Bruning (1989), and the Dissertation
Appraisal Inventory by Varney (2003). The survey construct adopted a combination of Likert
scale based and open-ended questions. As self-efficacy is dynamic in nature and the foundation
of student motivation (Bandura, 1977, 1997; Pajares, 2006), the longitudinal research design
provided a greater opportunity to capture potential variations between study phases. While self-
efficacy increases or decreases subject to external scrutiny and review, an individual’s goal
orientation and internal strategies tend to remain more static.
Goal orientation theory offers insights for assessing internal motivators for engagement
and completion of a given task; mastery orientations are focused on fully understanding all
aspects of a given task or concept while performance orientations focus on comparative
measures for task completion (Pintrich, 2000; Yough & Anderman, 2006). In the transition from
student to scholar epitomized by the thesis phase of a graduate program, mastery of the subject is
essential. Additionally, mastery orientations foster an increased desire for feedback and a
willingness to incorporate feedback, regardless of the level of effort required; conversely,
performance orientations tend to avoid such opportunities, as they will often require additional
effort to meet a given standard (Dweck & Leggett, 1988; VandeWalle, 2004). Thus, effectively
THESIS COMPLETION

80
assessing goal orientation increases the likelihood of identifying correlations between knowledge
and motivation influences
Goal orientation assessments adapted from the research of VandeWalle (1997)
illuminated student orientations within the academic setting. The survey construct adopted a 7-
point Likert scale, while the qualitative interviews expanded upon goal orientation theory with an
increased opportunity for follow-on questions providing affirmation of potential linkages with
other influencers. Additionally, the instrument formulated by VandeWalle (1997) addressed
approach and avoidance strategies; both proved significant to understand fully the affect goal
orientation played with help-seeking and self-regulation student strategies.
Organizational Influences Assessment
Culture defines the shared meaning of an organization to include the drivers for how one
acts, reacts, and processes the totality of events and interactions (Schein, 2017). Although
studies often look at individual elements or processes, it is the collective impact of the culture
that is critical to examine. Additionally, Bandura (2000) contends organizational efficacy resides
not with a singular high-performer or underachiever; rather it represents a holistic assessment of
all stakeholders operating within a given task. Therefore, within the thesis context, examination
of variances within the organization provides greater insights than a generalized cultural model.
The cornerstone of thesis completion is the relationship and interaction between the thesis
chair, committee members, and student (Andrews et al., 2001; Ivankova & Stick, 2007; Lindsay,
2015). Quantitative surveys utilizing a 6-point Likert scale based upon the research by De Kleijn
et al. (2013), Kennedy et al. (2015), and Terrell et al. (2009, 2012) directly addressed the holistic
relationship between chairs, committee members, and students. In particular, the Doctoral
Student Connectedness Scale by Terrell et al. (2009) surfaced insightful questions concerning the
THESIS COMPLETION

81
nature of the chair-committee-student relationship. The qualitative assessment, building upon
the same research, further examined the nature of the relationship by expanding on those
elements unique to a DL environment. As the potential for interview discussions to diverge
along unforeseen tangents existed, especially within the context of the chair-student relationship,
the bounding element was the effect of the relationship on the other influencers. Thus, the
assessment remains on the elements relating to the chair and committee’s role in sustaining the
student on a thesis completion trajectory.
Student access to university resources is an essential element of graduate school success.
Building from the research performed by Green and Bowser (2002), Ivankova and Stick (2007),
Kennedy et al. (2015), and Terrell et al. (2012), the quantitative surveys and qualitative
interviews addressed the student perceptions concerning access to FGU and WI resources. Of
note, two key elements were critical to understanding issues regarding resource access. The first
concerned overall accessibility at WI and FGU (i.e., knowledge of resources, availability of
resources, technology limitations, etc.). The second concerned student perceptions of the benefit
of such resources (i.e., ease of access, value, timeliness, etc.). Combined, the dual approach
methodology broadly covered the issues surrounding university resources and increased the
likelihood of understanding the realized student benefit of such services within WI and at FGU.
Participating Stakeholders
The stakeholders for this study were students from the Master of Arts program in at WI.
The students represent federal, state, local, and tribal agencies working within the discipline
pertinent to the programs offered at WI. Guided by the general research questions, the selection
of more discrete criteria operationalizes the sampling process (Maxwell, 2012). Thus, within the
population of WI students, this study focused on two cohorts of students within the final two
THESIS COMPLETION

82
quarters of the curriculum (N = 58). By selecting this segment from the larger, WI student
population (including alumni), actualized student knowledge, motivation, and WI organizational
influences affecting thesis completion during the thesis production process remained the singular
focus of the study.
Survey Sampling Criteria and Rationale
Criterion. For the purposes of this study, the singular criterion for the first phase of the
explanatory sequential mixed methods study, the quantitative survey (Creswell, 2014), was
enrollment within the two cohorts entering their fifth quarter of instruction at WI with a targeted
graduation date in December 2017. This stated criterion served each phase of the multiphase
quantitative effort.
The rationale for this approach was three-fold. First, WI supported this research effort
and provided access to all students within the two cohorts in an attempt to understand the thesis
process from a student perspective. In doing so, the institution believed it could capitalize on the
successful strategies uncovered by students who completed the thesis requirement within the 18-
month integrated curriculum as well as those who were unsuccessful (Director, WI personal
communication, June 15, 2016). Thus, with full access to the focus population, a single-stage
sampling approach was viable (Creswell, 2014). Second, the sample size provided for limited
validation of statistical significance by utilizing design elements such as paired-samples t-tests,
subgroup analyses using independent-samples t-tests, and a number of potential responses
through a systematic and tabular approach to sampling recommended by Fowler (2009).
However, as noted by Johnson and Christensen (2015), sample size or response rate is not the
sole determinant of research integrity; examination of the collection instrument and results
assists in ensuring overall validity. Finally, surveying the entire population of students (N = 58)
THESIS COMPLETION

83
allowed for greater stratification of results and starting positions for future studies, possibly well-
beyond this research effort, to understand changes in thesis production over time (cohort to
cohort) or stratified along other student demographic layers. Ultimately, the quantitative survey
provides the structure and context for the subsequent qualitative effort.
Interview Sampling Strategy and Rationale
The qualitative phase represented the second element of the explanatory sequential mixed
methods study. Driven by the initial survey, it offered an opportunity to better inform and
explain the nature of the quantitative results (Creswell, 2014) leading to a greater likelihood of
implementing effective change initiatives (Clark & Estes, 2008). Purposeful sampling during the
qualitative phase based upon the quantitative results allowed for selection of candidates from
distinct criteria (Creswell, 2014). For both phases, the timing of the qualitative phase occurred
after the quantitative survey and initial analysis of those results. The first phase occurred during
the students’ penultimate in-residence session (September-October 2017), while the second
phase followed during graduation week at the end of their final quarter (December 2017).
Whereas the first phase utilized a semi-structured interview protocol, expectations for the second
phase focused on a respondent-driven discussion of experiences and reflections surrounding
thesis completion. Although the protocols are similar, (appendices C and D highlight the
protocols for each qualitative phase), the goal was to encourage the respondents to address thesis
completion through a less-structured lens.
Criterion 1. Respondents selected from the quantitative survey who completed the
thesis proposal (initial writing only) at the start of the fourth quarter (on-schedule).
Criterion 2. Respondents selected from the quantitative survey who completed the
thesis proposal (initial writing only) after the start of the fourth quarter (behind schedule).
THESIS COMPLETION

84
Criterion 3. Respondents meeting Criteria 1 and 2 willing to participate in a multiphase
interview process and allow for analysis of written artifacts.
Within WI, existing databases and instrument design easily support stratification of
students and respondents within these discrete categories of students. The rationale for this
stratified approach was to understand the unique characteristics of mutually exclusive groups
(Johnson & Christensen, 2015). Additionally, as suggested by Maxwell (2012), the purposeful
sampling along specified lines allowed for the analysis of each stratum as a singular case group
for latter generalization. Thus, as argued by Merriam and Tisdell (2016), the strategy simplified
the definition of the typical individual in the total population by focusing on defined subgroups.
Within such strategies, random, proportional, and disproportional stratified sampling
techniques provided lenses for greater examination of any singular subgroup (Johnson &
Christensen, 2015). However, for an evaluative dissertation model employed here,
disproportional stratified sampling allowed for a more effective comparison between groups
(Johnson & Christensen, 2015), specifically concerning the KMOs required for thesis
completion. To this end, the qualitative phase provides a phenomenological analysis of the
thesis process from two unique student categories (submission of thesis proposal on time or
behind schedule) and from three perspectives (KMO) originating from the research questions and
quantitative survey. Collectively then, as Merriam and Tisdell (2016) contend, uncovering
experiences of the participants provides insights into experiential beliefs and those based on
personal reflection.
Selecting six students from each thesis proposal category (on time or behind schedule)
offered the potential of forming definitive insights into the KMOs most affecting student
performance. Creswell (2014) deems three to ten as a representative number for a
THESIS COMPLETION

85
phenomenological study. However, the number of students volunteering for interviews exceeded
expectations. As such, performing 12 interviews per phase represented an achievable, yet
substantive qualitative sample and investment in coordination, coding, and analysis.
For each phase of the study, interviewing the same participants provided the greatest
opportunity to examine intrapersonal growth and understanding concerning the area of the study
(Taris, 2000). Notwithstanding the inclusion of unforeseen influences, this approach delivered a
deeper examination of the designated KMO factors as a student progresses through thesis
production. Therefore, the understanding of the multiphase aspect of this research effort and
willingness to participate in each phase was a critical element of the selection criteria.
Each category defined by the state of the thesis proposal represents what Johnson and
Christensen (2015) consider a purposive sample as each group represents a population of interest
with a similar, thesis-driven characteristic. Within each purposive sample, participant selection
utilized a simple random sample strategy. In addition to survey instruments and qualitative
interviews, observation of processes and artifacts represented the final research technique
discussed within this paper. For purposes of this study, the goal of the observation process was
to triangulate and validate the data collected as well as offering a greater context for
understanding the responses to the research questions (Merriam & Tisdell, 2016).
Document Analysis Sampling Criteria and Rationale
Document analysis assists in validating and triangulating the responses from quantitative
and qualitative research efforts (Maxwell, 2012; McEwan & McEwan, 2003). Specifically,
qualitative and observational research is susceptible to misinterpretation of participant thoughts,
words, or actions (Merriam & Tisdell, 2016). Document analysis offers a check and balance to
prevent methodological bias (Maxwell, 2012). For this study, analyses centered on the review of
THESIS COMPLETION

86
qualitative respondent thesis elements to assess graduate writing through the Flesch-Kincaid
Readability Index and the Literature Review Scoring Rubric (Boote & Beile, 2005).
Criterion. Participants in the qualitative study open to analysis of the thesis literature
review or completed draft to date.
The sampling strategy builds upon the purposive approach outlined by Johnson and
Christensen (2015) utilized for the qualitative effort. The artifact review occurred after the
quantitative and qualitative efforts to provide the greatest amount of observer understanding of
the artifacts studied (Creswell, 2014; Merriam & Tisdell, 2016). As argued by McEwan and
McEwan (2003), the review of documents provides a means for triangulating and filling in gaps
between surveys and interviews. Such reviews provided insights for understanding the
operationalization and actualization of theory and processes. Outside of the Flesch-Kincaid
Readability Index and manual analysis of theses utilizing the Literature Review Scoring Rubric
(Boote & Beile, 2005), review of literature reviews, served to highlight the assumed KMO
influencers driving the research questions for this study as well as their potential interaction. As
such, the development of a critical narrative outlines the positive and negative affects concerning
thesis completion as an output of chair-student interactions.
The explanatory sequential mixed methods approach proposed for this study provided an
opportunity to examine the assume KMO influences surrounding thesis completion and the
proposed sampling approaches support this effort. The population sample for a quantitative
assessment provided significant information for this study and probable future efforts aimed at
improving the educational experience for WI students. The purposive (and potentially
convenience) sampling outlined by Johnson and Christensen (2015) for the qualitative phase
targeted two categories of WI students based upon the status of their thesis proposal completion
THESIS COMPLETION

87
and directly supports the observation phase. Collectively, the sampling and research
methodology highlighted the KMO influencers within the WI student population and allowed for
the discernment of gaps critical to the gap analytical framework (Clark & Estes, 2008) between
the current and targeted organizational goal of 100% thesis completion within one year of
curriculum completion.
Data Collection
Data collection schedules coincided with cohort in-residence sessions at WI. Phase I of
the study, September 18-29, 2017 and October 2-13, 2017, occurred at two separate intervals to
capture both cohorts during in-residence sessions. Phase II of the study, December 11-15, 2017,
was a single session for both cohorts during their graduation week. Proposed survey collection
commenced the first day of the in-residence session with an introductory email prior to student
travel. Email instructions provided to each student contained the Qualtrics survey link,
descriptive language covering the study’s purpose, the voluntary nature of the study, privacy and
confidentiality policies, and general instructions for completing the survey.
Scheduling of interviews followed review of the quantitative data. Two segments of the
cohort population based upon completion of the thesis proposal (on time or behind) comprised
the sampling categories. Qualitative interviews, conducted outside of WI facilities, occurred at
the convenience of the students, based upon their daily availability. Rev transcription services
provided rapid written documentation produced through the qualitative interviews. Following
transcription and initial investigator review, utilization of NVivo 11 software for collating and
organizing qualitative data provides an additional thematic analysis of the interviews to
illuminate trends and relationships within the data concerning KMO influencers.

THESIS COMPLETION

88
Data Analysis
The primary tool for quantitative data analysis was SPSS Version 25. Additional
analyses utilized Excel 2016 and JMP
®
Statistical Software suite (JMP Pro 13). The selection of
a Likert and percentage-based scales provided a numerical representation of survey results for
statistical analysis. For questions with a list of potential responses, frequency analyses served to
highlight general response trends. Specifically, the quantitative survey provided the opportunity
to examine: (a) means and standard deviations; (b) Pearson’s correlations to examine the
correlation between KMO influencers; (c) between phases, paired-samples t-test; and (d)
ANOVA testing between subgroups.
Document analysis, utilizing the Flesch-Kincaid Readability Index and the Literature
Review Scoring Rubric (Boote & Beile, 2005) provided numerical values for additional analysis.
The Flesch-Kincaid Readability Index within Microsoft Word provides readability statistics in
three categories: counts, averages, and readability.

Figure 4. Readability Statistics. Produced from Microsoft Word 2016.
THESIS COMPLETION

89
For the purposes of this study, the focus was on the Flesch Reading Ease (a numerical
score from zero to 100 with a lower number representing increased complexity) and the Flesch-
Kincaid Grade Level, two numerical measures based on the analysis of a given writing sample
(Flesch, n.d.; Kincaid et al., 1975).
Figure 4 represents the output from Microsoft Word on the above paragraph. The formulas
listed below highlight the factors associated with each calculation.
• Reading ease = 206.835 – 1.015(
total words
/total sentences) – 84.6 (
total syllables
/total words)
• Grade level = 0.39 (
total words
/total sentences) + 11.8(
total syllables
/total words) – 15.59
Credibility and Trustworthiness
For a study to serve as the impetus for organizational change, the manner through which
data is collected must be credible; the trustworthiness of the investigator, the investigator’s
intentions, and respect for the respondents must be impeccable (Clark & Estes, 2008). As this
study employs a multiphase, explanatory sequential mixed-methods approach with data
collection efforts spanning five months, maintaining the trust of WI and the student respondents
is paramount to gaining useful data. Merriam and Tisdell (2016) and Tracy (2013) argue
sincerity, transparency of methods, and ethical rigor must apply to all aspects of a study.
Subsequently, the aforementioned principles guide the data collection, interpretation, and
representation aspects of this study.
Two key elements served to increase the credibility of the study. First, for the
quantitative section, a pilot study conducted with 35 doctoral students, currently in the process of
writing a dissertation, provided an opportunity to validate the questions with a representative
sample, examine the results, and solicit feedback concerning the questions and the respondents’
interpretations. Following the recommendations of Merriam and Tisdell (2016) and Creswell
THESIS COMPLETION

90
(2014), the details of the pilot study findings become fundamental to this section of the
dissertation. Second, triangulation of results from the qualitative study, writing analysis, and
overall thesis progress presented an ability to validate respondent comments.
Merriam and Tisdell (2016) and Creswell (2014) contend triangulation improves
credibility through the reduction of inferences originating from a single source. Maxwell (2012),
while arguing for triangulation as a means of improving credibility, contends triangulation, in
and of itself, does not ensure credibility; rather, triangulation centered on countering or
uncovering threats to validity by providing confirming or negating data improves credibility.
Thus, triangulation efforts seeking to remove potential biases on the part of the respondent and
investigator are vital.
Investigator bias in this study was an inherent risk. Merriam and Tisdell (2016) contend
recognizing potential bias is the critical first step. For purposes of this study, the risk of
investigator bias existed due to proximity to the subject of the study, both in terms of content
(i.e., this dissertation and the respondents’ theses) as well as positioning within the curriculum
and progress on dissertation or thesis (i.e., investigator in sixth of eight semesters and
respondents in fifth of six quarters). As such, minimizing reflexivity by allowing the
respondents to formulate individual ideas or concepts vice leading respondents to potential
comments based upon shared experiences was essential to maintaining the study’s credibility.
Continuity of participation between the two phases of this study added to the richness of
results and potential sense making of the WI thesis process. Taris (2000) contends that a
contributor to the growing non-response rate in longitudinal studies is the lack of faith in privacy
and confidentiality of results. Thus, including unequivocal language in both the quantitative and
qualitative assessments concerning the confidentiality of the responses and security of data
THESIS COMPLETION

91
storage was essential. For the quantitative survey, use of an industry standard and recognized
survey tool such as Qualtrics provides increased legitimacy to the data collection and storage
process. For the qualitative interviews, establishing credibility began with a clear and concise
informed consent procedure. Additionally, conversations concerning data storage in compliance
with federal regulations, the right of the respondent to terminate the study at any point, to retract
statements made in real-time, and to retract or amend statements after reviewing the transcription
of the interview were essential elements of the on-going dialogue characterizing this study.
Validity and Reliability
Validity answers the question concerning measurement of the appropriate item; reliability
answers the question concerning the ability to repeat the measurement with an identical response
over time (Creswell, 2014; Salkind, 2016). Achieving appropriate validity and reliability for a
quantitative analysis is the result of proper instrument design, testing, and potentially redesign.
The quantitative instruments used for this study (Appendices A and B) represented an
aggregation and modification of previous studies. Validated research and instrumentation by
Pintrich et al. (1991), Shell et al. (1989), VandeWalle (1997), Terrell et al. (2012), and
Zimmerman and Bandura (1994) provided structure and proven rigor to the quantitative
assessment instrument for this study. However, the instrument for this study was an aggregate of
previous instruments. As such, the results from the pilot study, designed to allow for strong
internal validity and so analyzed, provided overall validation for this effort.
The quantitative instrument included 37 questions centered on the seven identified KMO
influencers. Eleven questions focused on knowledge influences with a singular question
assigned to general thesis knowledge (including writing) and five questions assigned respectively
to help seeking and self-regulation. Motivation influences consumed 11 questions, six addressed
THESIS COMPLETION

92
self-efficacy and five centered on goal orientation. Fifteen questions on organizational
influences, chair-committee-student interaction and feedback (eight), and student access to
university resources (seven), completed the quantitative instruments.
A pilot study conducted with 35 current doctoral students in various levels of dissertation
completion served as platform for assessing internal reliability. Utilizing JMP Pro 13,
calculation of the first eigenvalue of the sample data returned a value of 7.22. Yurdugül (2008)
contends an eigenvalue greater than 6.00 with a sample size as small as 30 allows for statistically
sound analysis of Cronbach’s alpha. For the pilot survey, the instrument returned a Cronbach’s
alpha value of .74. Research by Tavakol and Dennick (2011) suggests values ranging from.70 to
.95 as acceptable for internal consistency. Peterson (1994) provides five recommended scales
from critical studies on the topic, for purposes of this study, a score of .74 falls into a consensus
rating of acceptability for basic research. Respondents for this study received the same basic
survey with only minor, cosmetic and functionality differences.
The multi-phase surveys forming the basis of this study returned Cronbach’s alphas
closely mirroring the results of the MSLQ (Pintrich et al., 1991). Table 5 provides the
comparison of values for the knowledge and motivation influencer components.
Table 5
Comparison of Cronbach’s Alphas for Instrument and Question Components
Instrument Help-seeking Self-Regulation Self-Efficacy Goal Orientation
MSLQ .68 .76 .93 .74
Phase I .66 .80 .90 .67
Phase II .63 .86 .86 .85

THESIS COMPLETION

93
Appendices G and F display the items loaded for each factor. The minor modifications to the
questions produced nominal differences. Thus, the results suggest the theoretical and operational
construct of the survey instrument is statistically valid and reliable
With the support of WI’s director (WI Director, personal communication, May 15, 2017)
and key faculty for this research effort, positive student perceptions, produced a response rate
above 86% for the quantitative survey. From a perspective of appropriateness of sample size,
Hill (1998) contends the seminal work by Roscoe (1975), outlining general rules of thumb for
social science research, remains valid; suggesting a response of 30 or more constitutes an
acceptable sample size. Student access to the survey provided within an introductory email
reduced the burden of data collection and allowed for survey completion at the convenience of
the respondents. Although the study was multiphase, follow-up and reminders were not required
to minimize non-response between phases as student engagement and support remained high.
Non-response and an inability to compare results between phases detract from the
benefits of a longitudinal study (Taris, 2000). To overcome the threats to validity and reliability,
surveys queried students for a four to six digit, personally created identification number, to allow
for comparison and matching of responses between the two quantitative surveys. The
combination of organizational support and personal outreach reduce the likelihood of having to
address non-response bias as only two respondents completing the survey in the first phase failed
to complete the survey in the second phase. Finally, Creswell (2014) presents additional
concerns on validity for an explanatory sequential mixed-methods study; primarily the potential
of not recognizing elements within the qualitative study pertinent to shaping the qualitative
interviews. As such, building a pool of potential qualitative subjects by requesting volunteers
within the quantitative survey, thoroughly analyzing the results, and discerning the appropriate
THESIS COMPLETION

94
group for interviews from the volunteers, not only improved the qualitative assessment, but also
served to validate the importance of the quantitative effort.
Role of Investigator
The investigator serves as a government contractor and program manager supporting WI.
However, there is no programmatic contact with students or faculty as part of the normal
curriculum or thesis process. Providing full disclosure of employment status and purpose of the
study to each cohort at the time of the quantitative survey and reiterated prior to qualitative
interviews delivered greater overall transparency concerning the investigator’s role within WI.
Additionally, the investigator does not employ any WI students or faculty nor are any relatives of
students or faculty employed by the investigator. The investigator’s sole interest was in the
research encompassing the gap analysis and evaluation of thesis completion at WI. There are no
monetary benefits or other forms of remuneration associated with the conduct of this study for
either the investigator or the student respondents.
Ethics
The approach to conducting the research presented in this dissertation centers on the
ethical obtainment of data through the respectful treatment of participants’ time and responses.
Creswell (2014), Maxwell (2012), and Merriam and Tisdell (2016) collectively assert the
criticality of an ethical fabric underlying all elements of research; from research design, through
data collection and analysis, appropriate ethical considerations and mitigations must be
unquestioned. Furthermore, the research collected and presented must, at its core, protect the
participants from harm. Glesne (2011) and Rubin and Rubin (2012) contend the overarching
principle of protecting participants from unintended, negative consequences hierarchically
supersedes data collection; in many cases, protection of participants extends beyond the confines
THESIS COMPLETION

95
of the collection instrument or interview to include organizational and cultural settings. For
purposes of this explanatory sequential mixed methods study, three essential protections enacted
prior to the collection of data served as ethical checkpoints: (a) University of Southern California
(USC) and WI Institutional Review Board (IRB) approval; (b) participant review and signature
of Informed Consent forms; and (c) general data collection procedures. A discussion of each
follows sequentially.
First, approval for this study was subject to USC and WI IRB approval processes. Prior
coordination with WI IRB members provided an opportunity for inclusion of necessary tenants
associated with federal data collection requirements mandated by WI (J. Doe, personal
communication, May 23, 2017) allowing for a singular IRB process. Incorporation of all IRB
recommendations and constraints was essential to protect participants, investigators, and the
institution (Glesne, 2011; Rubin & Rubin, 2012). Second, informed consent releases signed by
each participant ensured proper understanding of the study’s purpose and scope. The forms, in
line with recommendations by Glesne (2011), and Rubin and Rubin (2012) addressed the
voluntary nature of participation and the unequivocal participant right to withdrawal at any point.
Third, general research procedures value participant privacy and protection over data collection.
The confidentiality of participants during all phases of the study, particularly those identified for
the qualitative interviews, was a priority. In addition, recording commencement and termination
notification provided to all qualitative participants assisted in signaling official data collection.
Participant review of interview transcripts, especially any direct quotations, was paramount for
maintaining the open democratic research model outlined by Glesne (2011) that allows for
participant approval and veto of data elements delineated for study inclusion. Of note, data
involving federal employees resides solely on federally maintained servers at WI except for
THESIS COMPLETION

96
those elements included in the dissertation (J. Doe, personal communication, May 23, 2017).
Finally, participants did not receive incentives for participation to avoid any impropriety or
potential violations associated with gifts to federal employees (Department of Defense Office of
the General Counsel, 2015).
Serving as a government contractor supporting WI, my work was ancillary to WI student
academic pursuits. Differentiation of professional duties and research requirements buffers any
inherent biases that may influence data collection and analysis. Additionally, the support
provided by the WI Director as well as the Director of Academics for conducting thorough and
informative research on the problem of practice mitigated organizational pressure to drive the
research towards a given result. However, as the totality of my dissertation experience was
similar to that of the students within this study, protecting the qualitative participants from my
experienced-based biases, both positive and negative, was essential. Thus, as argued by Merriam
and Tisdell (2016) and Creswell (2014), the investigator must remain neutral in the data
collection efforts. Collectively, the ethical standards discussed and utilized for this dissertation
provided the utmost protection to participants, the institutions, and the research process in
general.

THESIS COMPLETION

97
Chapter Four: Results and Findings
The purpose of this project was to evaluate the degree to which WI is meeting its goal of
100% thesis submission and acceptance for students within one year of curriculum completion.
Specifically, the study centered on a singular research question to inform the development of
recommendations to address the findings.
1. What are the knowledge, motivation, and organizational influences related to
achieving the organizational goal?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Participating Stakeholders
The stakeholders for this study were students from the Master of Arts program in at WI.
The students represent various government agencies working within the discipline pertinent to
the program offered at WI. Within the population of WI students, this study focused on two
cohorts of students in the final two quarters of the curriculum (N = 58). All students received
access to participate in each survey phase with 50 of 58 students within the two cohorts
participating in both phases of the quantitative study. Follow-on qualitative interviews with 12
students in PI and PII (the same students participated in both phases) provided explanatory and
supplemental data building upon the quantitative survey as well as emergent data surrounding
their thesis experiences.
Results and Findings
The structure of the presentation of findings centers on the individual KMO influences
stemming from the conceptual framework. For each finding, quantitative, qualitative, and
document analyses from a singular data source, study phase, or multiple phases grounds the
THESIS COMPLETION

98
discussion; presented together, they deliver a singular methodology for understanding the themes
drawn from the entirety of the study and not a singular perspective. Additionally, the
comprehensive approach to data analysis promotes understanding of how student perspectives,
under the various lenses associated with the selected KMOs, remain unchanged or evolve
throughout the thesis process. The structure of the findings follows the KMO order provided in
Chapter 2 with quantitative data for the sample and relevant subgroups leading the discussion
followed by pertinent document analyses and qualitative assessments to foundationally collate
and link the collective findings back to the research questions.
Quantitative Analysis Overview
The quantitative overview describes the statistical analysis methodology and provides
Pearson’s correlation coefficients for the viable KMO influencers assessed through each phase of
the survey. SPSS Version 25, JMP Pro 13, and Excel 2016 provided a detailed analysis of the
data collected as part of the two-phase, 37-question survey. Inter-phase comparisons of single
means utilized a paired-samples t-test with a 95% confidence interval (CI) to establish statistical
significance. Comparison of subgroup means, utilized SPSS Version 25 independent samples t-
test to highlight statistically significant differences utilizing the same 95% CI.
In each findings section, descriptive statistics and comparison of means between the
sample population and significant subgroups highlight areas for deeper analysis. Table 6
highlights the demographic subgroups and comparative analyses performed on the two phases of
quantitative data. Table 7 provides the distribution percentages in each of the subgroups outlined
in Table 6 for the total population of the two cohorts, quantitative surveys, qualitative interviews,
and document analysis. Comparisons between the percentages for the total population and
sample populations for each study methodology showed no statistical significance.
THESIS COMPLETION

99
Table 6
Quantitative Subgroups for Analyses
Subgroups Number (n) Comparisons
Total Quantitative Sample (TS) 50 PI to PII
Completed Thesis (CT)
Incomplete Thesis (IT)
32
18
CT to IT
Female (F)
Male (M)
11
39
F to M
Cohort East (CE)
Cohort West (CW)
26
24
CE to CW
Undergraduate Degree Only (UD)
Graduate Degree (GD)
33
17
UD to GD
10 or Fewer Years Since Last Degree (10 LD)
Over 10 Years Since Last Degree (10+ LD)
27
23
10 LD to
10+ LD

Table 7
Comparison of Overall Population and Current Study Sample Subgroup Distribution
Subgroup
Element N CT IT F M CE CW UD GD 10LD 10+LD
Total
Population
58 66% 34% 24% 76% 53% 47% 64% 36% 55% 43%
Quantitative
Sample
50 64% 36% 22% 78% 52% 48% 66% 34% 54% 46%
Qualitative
Sample
12 67% 33% 42% 58% 58% 42% 58% 42% 58% 42%
Document
Analysis
10 80% 20% 40% 60% 50% 50% 60% 40% 70% 30%
Notes. Completed thesis (CT); Incomplete thesis (IT), female (F); male (M); cohort east (CE);
cohort west (CW); undergraduate degree only (UD); graduate degree (GD); 10 or fewer years
since last degree (10LD); and over 10 years since last degree (10+LD).
The survey modified questions from the MSLQ (Pintrich et al., 1991) and reliability
analysis utilizing SPSS Version 25 produced comparable results. Two additional factors,
surrounding chair-committee-student interaction and feedback and access to university resources
THESIS COMPLETION

100
reported high Cronbach’s alphas (α>.91 for both in each phase) demonstrating internal
reliability. Appendices G and F outline the factor loading and items included in the analysis,
corrected item correlations, and the Cronbach’s alpha for the PI and PII survey respectively. The
loading for both phases utilized identical items from the survey. The compute variable function
in SPSS Version 25 allowed for the calculation of the mean of means for each factor and
subsequent correlation tables. Additional tables display descriptive statistics, paired-samples,
and independent-samples t-tests highlighting statistically significant, two-tailed p values at the
95% and 99% CI.
Quantitative Results Overview
Table 8 and 9 highlight the PI Pearson’s correlation coefficients for identified KMO
influencers from the conceptual framework, validated in the analysis, and garnered following
factor analysis of component questions for PI and PII respectively. The PI results serve to
highlight three critical aspects associated with the early thesis writing stages. First, the
correlation coefficients involving the chair-committee-student interaction and feedback with help
seeking (r = .63), self-efficacy (r = .43), and goal orientation (r = .33) highlight the significant
relationship and interaction between identified influencers. Even at the early stages of thesis
writing, the quantitative data suggest the chair impacts student actions and approaches to thesis
completion. Second, within the early stages of thesis writing, basic self-regulatory behaviors or,
stated more simply, effort serves as the primary predictor of student success with thesis
completion (r = .51). Finally, the data reflects the influence of student goal orientation on help
seeking (r = .34), and self-regulation (r = .35). The positive correlation between theses
influencers reflects the compulsion of mastery-approach orientated students to seek assistance
and to demonstrate a higher degree of self-regulatory behaviors. A detailed discussion of
THESIS COMPLETION

101
potential causal factors, supported through triangulation of qualitative results, appears within the
respective KMO sections in this chapter.
Table 8
Phase I Pearson’s Correlation Coefficients for Available KMO Influencers
Measure 1 2 3 4 5 6 7
1. Final Thesis Status – .13 .51** .14 .12 .13 .04
2. Help-seeking – .10 .20 .34* .63** -.14
3. Self-Regulation – .22 .35* .09 .21
4. Self-Efficacy – .17 .43** -.11
5. Goal Orientation – .33* .07
6. Chair-Committee Interaction/Feedback – -.23
7. Access to University Resource –
Note. *p < .05. **p < .01.
By comparison, PII results highlight the significant interaction between identified
influencers. The moderate to very strong correlations (Evans, 1996) reflect student reported
development in critical metacognitive awareness (help seeking and self-regulation) through the
writing process and a greater reliance on higher-order strategies in the completion of the thesis.
Concomitantly, the r-values (ranging from .40 to .80) between all KMO influencers (excluding
access to university resources) suggest the confluence and interdependence of factors increases
throughout the thesis writing process. The insignificant correlations surrounding the access to
university resources, fail to support any conclusive assertions. However, inter-phase
comparisons points to changing student perspectives on the ease of access and benefits
associated with utilization of university resources. A deeper discussion of factors affecting the
relationships between KMO influencers, particularly evident through triangulation of qualitative
THESIS COMPLETION

102
data and document analysis, follows in latter sections and is insightful for understanding the
levers of control and the drivers of student perceptions.
Table 9
Phase II Pearson’s Correlation Coefficients for Available KMO Influencers
Measure 1 2 3 4 5 6 7
1. Final Thesis Status – .50** .63** .42** .35* .44** .20
2. Help-seeking – .52** .58** .50** .80** .15
3. Self-Regulation – .40** .54** .49** .27
4. Self-Efficacy – .45** .50** .18
5. Goal Orientation – .42** .21
6. Chair-Committee Interaction/Feedback – .09
7. Access to University Resources –
Note. *p < .05. **p < .01.
Qualitative Analysis Overview
Twelve students participated in each phase of the qualitative interviews. Following the
criteria discussed in Chapter 3, 50% of those participating submitted thesis proposals on time and
as outlined in the WI curriculum (at the end of the third quarter of instruction). Interviews
followed the semi-structured interview protocol in PI (Appendix C) and Phase II (Appendix D).
PI interviews occurred at WI and at the east coast, partner-university. All PII interviews
occurred at WI during graduation week for both cohorts. Recording and transcription of each
interview utilizing Rev.com preceded the detailed qualitative analysis with NVivo 11 for
collating and organizing the findings. Table 10 provides an overview of each participant
highlighting their collective distribution throughout the selected subgroupings included in this
analysis. Additionally, the table signifies those students submitting an on time thesis proposal
and those submitting the proposal beyond the scheduled deadline.
THESIS COMPLETION

103
Table 10
Qualitative Participants and Subgroup Distribution
Participant* Thesis Status Gender Cohort Highest Degree
Last Degree
Earned
Alice** Incomplete Female West Graduate >10 Years
Dean Completed Male West Undergraduate >10 Years
Frank Completed Male West Undergraduate >10 Years
Fred Completed Male East Undergraduate <10 Years
George** Completed Male West Graduate <10 Years
Susan Completed Female West Undergraduate >10 Years
James** Completed Male East Graduate <10 Years
Katie Completed Female East Graduate <10 Years
Lily** Incomplete Female East Undergraduate <10 Years
Miles Completed Male East Undergraduate <10 Years
Helena** Incomplete Female East Undergraduate <10 Years
Trevor** Incomplete Male East Undergraduate >10 Years
Note.*Pseudonyms replaced actual names. **Thesis proposal submitted past scheduled
deadline.
The following paragraphs provide additional information concerning the qualitative
respondents. Due to the small overall size of the two cohorts, withholding demographic or work
related details assists in the protection of respondent identities.
Alice returned to school more than 10 years since earning her first graduate degree. She
started her current employment approximately two years prior to attending WI. In that position,
Alice routinely writes technical and professional documents. She expressed confidence in her
ability to complete the thesis due to her previous graduate school experiences.
THESIS COMPLETION

104
Dean was an admittedly anxious student having earned his undergraduate degree more
than fifteen years prior to commencing the program at WI. He dedicated time on the weekends
at the office or in a library to complete his thesis.
Frank was in a demanding work environment with very little opportunity during the week
for thesis writing. He utilized weekends for thesis writing committed to a regular schedule after
early periods of thesis writing procrastination.
Fred spends a significant amount of time away from home traveling for his work. WI is
his second graduate program with thesis component. He was confident in his abilities due to his
previous experience. He understood the demanding time requirements for thesis completion and
attempted to remain well ahead of schedule.
George considered himself a solid writer prior to WI and a dedicated student during his
tenure. He was diligent in his approach to thesis writing, maintaining a consistent schedule for
research and writing.
Susan was direct in her communication, process oriented, and very committed to
understanding and writing on her thesis topic. Although almost 20 years passed since earning
her undergraduate degree, she expressed confidence in her ability to complete the thesis.
James possessed an affable and confident demeanor. The program at WI represented his
second graduate degree, but his first thesis. He was accessible and expressed his openness to
critique and criticism as part of his academic growth. James was the first to volunteer for the
interview and very interested in improving the thesis processes at WI.
Katie was a gifted writer and WI represented her second graduate program with a thesis
requirement. The field of study at WI was new to her as she only recently transitioned into the
discipline at the center of the curriculum.
THESIS COMPLETION

105
Lily travels extensively for her work, complicating the development of a regular schedule
or location for thesis work. The degree from WI is instrumental to her work; it increases
promotion opportunities and her thesis served as the basis for future change initiatives. She
struggles at times with writing, but possesses strong, intrinsic motivation to complete the thesis
as well as the extrinsic motivation spurred by her employer’s interest and support.
Miles is an older student, but only recently earned his undergraduate degree. He is
confident and very open to feedback and critique. He possesses a direct demeanor and
communication style with his classmates and thesis co-chairs.
Helena expressed her confidence as a manager and in her work environment, yet presents
a quiet and reserved affect in an academic setting. She acknowledged her lack of assertiveness is
problematic at times, especially when discussing thesis ideas and direction with her chair.
Trevor is the senior executive in his department, possessing exceptional technical and
work related knowledge relevant to the course of study at WI. However, it has been over 15
years since pursuing his last academic degree. Exceptionally candid, he readily admits writing
and the thesis process present significant challenges.
Qualitative Findings Overview
Within the data collected through over 30 hours of student interviews during PI and PII
combined, four themes emerged essential to addressing the research question and understanding
barriers to thesis completion. First, students are highly affected by the level of support and
feedback provided by the chair. Effective support and timely feedback can elevate or deflate
self-efficacy, increase help seeking, and promote self-regulatory behaviors conducive with thesis
completion. Jared discussed the exceptional increase in overall motivation provided by timely
and positive feedback noting:
THESIS COMPLETION

106
[My chair] always put a lot of very thoughtful comments in there [a section of the thesis]
that gave me a ton of confidence. It wasn’t just a “great job” or a “pat on the back,” but
really instructive feedback. I always knew if I was on track and when I was off in my
own universe, she had a way of bringing back and keeping the ball rolling. It was
awesome.
Conversely, Lily shared a different experience, “I waited on feedback, often for multiple
weeks at a time…with each passing day, it became harder and harder to stay motivated.” For
many students, the quality of chair-committee-student interaction and feedback often separates
thesis completion from student disengagement.
Second, students require more time with their chairs early in the thesis process. The issue
extends beyond topic selection, topic refinement, developing a research question, or thesis
direction. The core issue centers on preparing the student for independent research. Dean
commented:
Those early meetings are just too short and go by too fast…I felt great during the meeting
and my chair was excited about the study. Looking back, now that I know what I didn’t
know then, I should have spent hours discussing the thesis steps….It wasn’t enough time
to do anything more than “check the box” and say “I met with my chair.”
Critically, Dean left the initial meetings with his chair unprepared for the rigors of thesis
research and writing. With proper preparation comes increased self-efficacy, better self-
regulatory skills, and a more informed and focused help-seeking aptitude.
Third, most students start with a mastery-approach orientation towards the thesis; the
challenge is sustaining it. Throughout the PI qualitative interviews, the focus of the WI students
centered on writing a thesis addressing a problem of practice with a viable solution proposed.
THESIS COMPLETION

107
No student voiced an opinion discussing the minimum acceptable standards for a thesis.
However, those beliefs often change throughout the thesis process. Frank summarized the
evolution of his beliefs during the PII interview noting:
I was convinced in September I was going to write a great thesis, but as the months
passed and I waited on feedback, I just needed to get done…completing on time became
much more important than writing a great thesis. I didn’t lose interest, but I would say I
lost my curiosity…I didn’t want to find any other research to change my findings.
Finally, the KMO influencers often act as a singular dynamic, working together to
improve student persistence or drive students towards disengagement. Small comments on a
draft or paper improved self-efficacy, drove them to set deadlines, or simply pushed them to
write the next page. Adjustments in one area through feedback or self-identified corrections of
behavior, cascade throughout the KMO influencers. Katie readily adopted her chair’s utilization
of web-based chat tool for interaction. She stated, “I picked up on his way of communicating
and got quick answers…it really allowed me to maintain a consistent schedule for writing.”
Katie’s consistent interaction and feedback provided the means for continued progress and
motivation. Due to the complexities surrounding the fundamental thesis writing process and the
challenges facing students in the DL environment struggling to balance work, life, and academic
requirements, understanding the interaction of KMO influencers is critical for students and
faculty.
Knowledge Findings
Three influencers emerged from the literature review and established the knowledge
construct of the conceptual framework outlined in Chapter 3. The focus of the quantitative and
qualitative research centered on understanding student knowledge and skills involving graduate
THESIS COMPLETION

108
writing. The study extends beyond basic procedural knowledge of sentence and paragraph
construction to include topic selection, research and the synthesis of literature. Help-seeking,
including both the metacognitive awareness of the requirement for assistance as well as an
understanding of the procedural pathways to gain assistance; and self-regulation, encompassing
the metacognitive knowledge and skills required to establish the proper work environment,
schedule, and segmenting of thesis elements complete the examination of student knowledge
influences. A discussion of each influencer follows sequentially and includes the findings and
themes surfacing from the multiple research methodologies framing this study.
Graduate writing
Students need the ability to write at the graduate level. The multiphase survey
highlighted two aspects of graduate writing presenting barriers to thesis completion: (a) selecting
a thesis topic; and (b) synthesizing literature. However, assessing a student’s graduate writing is
challenging within a singular quantitative or qualitative strategy. The quantitative survey
centered on identifying aspects of graduate writing in terms of perceived difficulty while the
qualitative surveys helped explain why these elements of graduate writing were problematic. To
supplement the overall understanding of graduate writing barriers, ten of 12 interview
participants provided completed theses for evaluation of literature reviews. Subjective analysis
for contextual elements utilizing the modified Literature Review Scoring Rubric from Boote and
Beile (2005) and objective analysis through the Flesch-Kincaid Readability Index enhanced and
supported the quantitative and qualitative data. Collectively, the presentation of data
surrounding graduate writing begins with a brief overview of the quantitative results, followed
by a deeper discussion concerning on topic selection and the synthesis of literature. Within the
THESIS COMPLETION

109
discussion of literature synthesis, the presentation of the two elements of document analysis
affords a means for validating the quantitative and qualitative data.
Quantitative results. Topic selection and the synthesis of literature present significant
challenges to students within the spectrum of graduate writing. Modified from the research by
Varney (2003), the multiphase survey asked students to rank seven elements of graduate writing
in terms of difficulty. The elements included topic selection, finding relevant research, synthesis
of literature, fundamental writing, formatting and citations, data collection, and data analysis.
Table 11 displays the ranked results for each survey phase.
The quantitative data highlights the expressed difficulty surrounding the synthesis of
literature as it ranked as the most challenging aspect of graduate writing in each survey phase
(reported difficulty increasing in PII). A secondary finding from the quantitative data surrounds
topic selection as it ranked as the second and third most challenging aspect in PI and PII
respectively.
Table 11
Graduate Writing Elements Ranked in Order of Difficulty and Mean Ranking (PI and PII)
Phase I Phase II
Rank* Element M Rank Element M
1 Synthesis of Literature 2.80 1 Synthesis of Literature 2.57
2 Topic Selection 3.35 2 Formatting and Citations 3.75
3 Finding Relevant Research 4.04 3 Topic Selection 3.98
4 Data Analysis 4.33 4 Finding Relevant Research 4.11
5 Fundamental Writing 4.35 5 Fundamental Writing 4.11
6 Formatting and Citations 4.37 6 Data Analysis 4.65
7 Data Collection 4.78 7 Data Collection 4.96
Note. *Rank order in terms of perceived or experienced difficulty.
THESIS COMPLETION

110
Student perceptions on graduate writing challenges often evolve over time. For many
students, reported scores in PI represented only expectations while PII represented actual
experience. The unknown nature of the thesis for the majority of students in this study (only
three completed a thesis in a previous graduate program) provides justification for changing
student perceptions. Although formatting and citations produced the only statistically significant
change between phases, with perceived difficulty increasing from PI to PII, (PI M = 4.37, SD =
2.01; PII M = 3.75, SD = 2.08; t = 2.25, df = 43, p = .030), the qualitative interviews produced
minimal insights warranting further analysis or discussion. Thus, the focus of the graduate
writing section follows sequentially through topic selection and the synthesis of literature. The
presentation of each theme through a quantitative then qualitative lens, with the two document
analyses serving to coalesce the identified challenges in graduate writing, outlines the following
sections.
Topic selection. Students lack the knowledge to properly select and scale a thesis topic.
Although topic selection ranked as the second and third most difficult aspect within the spectrum
of graduate writing in PI and PII respectively, a deeper analysis highlights the bimodal
distribution stemming from both phases of the survey. Numerically, the high standard deviation
(PI M = 3.35, SD = 2.56; PII M = 3.98, SD = 2.58) compared to the average standard deviations
of the other six factors comprising graduate writing (PI SD=1.76, PII SD=1.73) reflects the
disparity in student responses. The histogram in Figure 5 highlights the student reported ranked
difficulty of topic selection (number 1 representing most difficult, 7 least difficult). Specifically,
topic selection, as reflected in Figure 5, represented the modal response for the most difficult and
least difficult aspect of graduate writing.
THESIS COMPLETION

111
Discussions with WI’s academic leadership (Director, WI; Director of Academics, WI;
Academic Associate, WI; personal communication September 13, 2017) suggest topic selection
is a significant reason students fail to submit an on-time thesis proposal. The collective
comments of faculty failed to mention writing challenges as a contributor to delayed thesis
proposal submissions. Rather, the lack of a thesis topic or the paralyzing impact of an ill-defined
thesis topic hampered student progress with the proposal and, for many students, began the cycle
of stagnation and late submission of thesis requirements (Director of Academics; personal
communication, December 12, 2017).

Figure 5. Histogram of Topic Selection Ranked in Terms of Difficulty
The relationship between thesis completion and a timely submission of an acceptable
thesis proposal is significant. Table 12 outlines thesis completion rates based on an on-time
thesis proposal submission. Of note, 29 of 31 (93.5%) students who submitted a proposal within
60 days of the deadline completed the thesis prior to graduation. Conversely, only nine of 27
(33.3%) students outside the 60-day window completed the thesis prior to graduation.
Although the quantitative data failed to address the specific reasons for a delayed thesis
proposal as the depth of the potential challenge was unknown until performing a more extensive
0
2
4
6
8
10
12
14
16
18
20
1
Most
Difficult
2 3 4 5 6 7
Least
Difficult
Phase I Phase II
THESIS COMPLETION

112
analysis of the data, the relationships between topic selection, thesis proposal submission, and
ultimate thesis completion suggest a strong relationship exists between these factors.
Nevertheless, within the qualitative interviews, student comments and insights provided a greater
understanding the nature of potential knowledge gaps confounding thesis topic selection.
Table 12
Thesis Completion in Relation to the Timely Submission of the Thesis Proposal
Status Number
Completed
Thesis
Incomplete
Thesis
Percentage of
Theses
Completed
On Time 8 8 0 100.0%
<30 Days Late 15 14 1 93.3%
31-60 Days Late 8 7 1 87.5%
61-90 Days Late 8 5 3 62.5%
91-120 Days Late 5 0 5 0.00%
>121 Days Late 14 4 10 28.6%
Note. Data retrieved from WI for the total population (N=58) from the cohorts within this study.
Qualitative findings. Topic selection is problematic for students due to a lack of
knowledge on what constitutes a valid thesis topic and the inherent time constraints associated
with embedded theses. Issues surrounding topic validity included student uncertainty on what
constitutes an acceptable topic, the role of previous research on topic selection, and an inability
to properly scope and scale a thesis topic. Student concerns over the compressed thesis timelines
are two-fold. The first barrier centers on the imbedded nature of thesis, one that requires
students to select a topic prior to exposure to themes and concepts contained in the latter courses.
The second challenge results from limited faculty availability to openly discuss and formulate a
proper thesis with the students during in-residence sessions. A sequential discussion of each
theme follows.
THESIS COMPLETION

113
Student knowledge concerning topic selection. Knowledge concerning the
appropriateness of a given topic for a thesis and an ability to scale the research is insufficient for
many students to complete the thesis within the guidelines established at WI. Of the students
interviewed, eight of 12 (66.7%) referenced a significant level of difficulty with topic selection
noting they lacked the knowledge to transform basic topical ideas into a completed thesis and the
topical knowledge to properly scope and scale their efforts to amplify or expand existing
research. At a more granular level, four of the six students (66.7%) submitting a late thesis
proposal stated the primary reason for the late submission was an inability to select an
appropriate thesis topic. For Trevor and Helena, the primary concern centered on basic topic
selection as neither student understood the parameters of an acceptable thesis topic. Trevor
commented, “I wish they had said, ‘we're gonna [sic] pick one of these for you’ because I just
couldn’t see how my ideas would align with a finished thesis.” Similarly, Helena stated, “I
didn’t really know what would make a good topic…everyone [potential topics] seemed to have
problems.” For both Trevor and Helena, the challenges with topic selection resulted in late
thesis proposal submissions. They struggled with the initial challenge of selecting a thesis topic
due to a limited understanding of the procedural steps involved with generating a final thesis.
Their limited knowledge of the process and inability to conceptualize potential thesis topics
evolving into a completed thesis resulted in the loss of valuable time working through ideas,
ineffective writing sessions, and a growing sense of frustration as time passed without selecting a
viable topic. For other students, the challenges originated from a lack of topical knowledge
within their desired area of research.
Students possess limited knowledge of previous research within their desired topic area.
Frank and Katie both arrived at WI with a conceptual idea for a thesis topic. However, each was
THESIS COMPLETION

114
unsure of how to incorporate previous research in the field into their specific problem of practice.
Katie commented, “Both advisors from the research class, gave me a lot of feedback like, ‘oh,
that's been done, and that's been done’…how was I supposed to know the history of every WI
thesis?” Lacking the knowledge of the previous theses, specifically as they related to her
organization, Katie accepted the comments as factual and pursued another topic. Her experience
highlights a challenge for many students; they often lack an ability to articulate clearly their
thesis topic. Attempts to describe the topic, research questions, scope, or scale lose the nuances
particular to a specific problem of practice. Thus, the challenge may center more directly on
refining the thesis topic and distilling specific research objectives.
Thesis topic refinement and proper development of viable research questions presents a
challenge for students. James, having recently completed his first graduate degree, felt less
intimidated about selecting a topic. However, tempering his confidence was uncertainty of the
specific aspects of his topic to explore. James noted, “I didn’t know how the general topic
became a research question…there are too many options.” His concern primarily focused on
developing specific research questions to address his problem of practice without expanding his
study beyond what was achievable considering the time constraints and chair expectations.”
Fred easily selected a general topic for his thesis, crediting his previous graduate program with
helping him focus on a singular theme. Nevertheless, he was unsure of the steps required to
provide the needed specificity and structure to his thesis, commenting, “My topic was too
broad…I didn’t know how to narrow my topic to a level that would allow me to finish before
2020.”
The respondents highlighted that the difficulty of topic selection extends beyond the
casual discussion among students or even with faculty. Refining the thesis topic, ultimately
THESIS COMPLETION

115
leading to the formation of specific research questions proved challenging, even for those with
previous graduate education and thesis experience. However, from the student perspective, topic
refinement and development of research questions proved less problematic in terms of overall
influence on thesis completion that basic topic selection. While other factors detracted from
Helena and Trevor’s ability to complete the thesis prior to graduation, the inability to select and
distill a thesis topic into a viable proposal resulted in submissions 126 and 170 days beyond the
desired date and was a significant barrier to thesis completion. Collectively, the variability in
student knowledge surrounding topic selection manifested through three presentations: (a)
students lacking the knowledge of what constitutes a viable thesis topic; (b) students unsure of
how their topic relates to previous research within the problem space; and (c) students lacking
the knowledge of how to functionally narrow the thesis topic and develop defined research
questions. Complicating the topic selection process are time constraints inherent to curricula
with embedded theses and blended-learning programs.
Time constraints. Programmatic time constraints associated with the embedded thesis
further complicate students’ abilities to select a relevant thesis topic. Two themes emerged from
the qualitative interviews as 10 of 12 respondents (83.3%) addressed the placement of courses
within the curriculum (desired courses came at the end) and the limited time allotted for thesis
topic discussions with faculty or chairs. The following sections address each theme.
The WI curriculum requires students to select a topic in the second of six quarters of
instruction. As such, students complete only three topical courses prior to the desired topic
selection deadline. Seven courses, covering different elements within the primary theme remain.
As a result, many students lacked sufficient subject matter knowledge directly framing their
thesis topic. Helena was clear in her personal assessment, “I think there was a knowledge
THESIS COMPLETION

116
gap…as we progressed through this program, the only two classes that will be applicable to my
thesis happened last IR [in-residence – quarter 4] and this IR [quarter 5].” Paralleling Helena’s
assessment, Lily offered “I got through the entire program and then I finally found classes that
were kind of geared towards my thesis…I wish I knew then what I know now, it would’ve made
picking a topic so much easier.”
The students voiced a concern common to programs with embedded theses; thesis writing
begins prior to the delivery of all courses. For WI, with most courses representing singular
themes, student exposure and understanding of potential topics, previous research, and existing
gaps in research critical to selecting a topic may not fully develop until well-beyond targeted
deadlines. For many students like Helena and Lily, gaining critical knowledge through course
work proved essential to the topic selection process.
Additionally, students require and desire increased face-to-face time with faculty to work
through thesis topic decisions. Most synchronous interaction between faculty and students at WI
occurs solely during the in-residence session. As such, limited time is available during the two-
week sessions for one-on-one discussion outside of the delivery of course instruction. During
the in-residence period for the second quarter of instruction, students meet with faculty to discuss
potential thesis topics. However, time constraints leave questions unanswered. Susan noted,
“They give you 15 minutes with your advisor, you talk about it [proposed thesis topic] quickly,
and then they are on to the next person.” Frank reflected upon the experience in similar fashion
commenting, “I walked in, sat down, threw out an idea [thesis topic]…I thought we would spend
more time breaking it down, I walked away asking myself ‘did I just pick my topic?’”
Faculty time constraints necessitate that preliminary thesis topic selection interactions
with students move rapidly to the decision process. Where a faculty member can quickly digest
THESIS COMPLETION

117
a student’s thesis topic and envision a final product, students lack the knowledge and experience
to trace a rudimentary idea not just through to thesis completion, but even to the next sequential
task in the process. The comments of Susan and Frank encapsulate what others addressed during
both phases of interviews.
The fundamental nature of topic selection to the graduate writing process implies an
understanding of previous research, a background in the literature, and a vision for the research
effort that often does not reside with students until they have immersed themselves within their
topic (Boote & Beile, 2005). Within this study, the results of the quantitative surveys and
qualitative interviews support that assertion. Concomitantly, the time constraints imposed
through curriculum design and faculty availability shifted topic selection from a well-grounded
and thoroughly researched effort into one that appeared more transactional in nature. Lacking a
thorough understanding of the research and literature surrounding their selected topics
complicated student transitions into the subsequent phases of thesis writing beginning with the
synthesis of literature.
Synthesis of literature. Many students lack the knowledge and skills to synthesize
literature as it represents a latent or underdeveloped graduate writing requirement. The analysis
of student synthesizing perceptions and abilities included quantitative, qualitative, and document
review. The aforementioned methodologies and subsequent data elements, presented
sequentially, suggest students often underestimate the difficulty associated with synthesizing
literature, both in terms conceptual and procedural knowledge requirements.
Quantitative results. Students considered the synthesis of literature the most difficult
element of graduate writing. For many students, the anticipated or perceived challenges reported
in PI of the quantitative survey underestimated the experiential challenges reported in PII. The
THESIS COMPLETION

118
reported difference between phases for the total sample was insignificant. However, for students
possessing only an undergraduate degree (UD) or those more than 10 years removed from their
most recent academic degree (10+LD), the differences reported between phases proved
insightful. Table 13 highlights the descriptive statistics, paired-samples, and independent-
samples t-test for the statistically significant subgroups at a 95% CI. Students within the UD and
10+LD subgroups considered the synthesis of literature significantly more challenging in PII.
Whether the delta represents an inability to recall the difficulties associated with the synthesis of
literature (latency) or to anticipate such difficulties stemming from limited exposure
(underdeveloped) to the associated skillset is unclear. However, applying this lens to the
qualitative interviews and document analysis provides an ability to triangulate the quantitative
data to discern clearly potential root causes for the identified knowledge deficit.
Table 13
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Synthesis of Literature
Comparison Phase n M SD df t p
TS
TS
I
II
47
47
2.80
2.57
1.57
1.54
46 1.05 .298
UD
UD
I
II
33
33
2.96
2.23
1.61
1.25
32 3.35 .002
10+LD
10+LD
I
II
23
23
3.00
2.43
1.58
1.43
22 2.32 .032
Note. Total sample (TS), undergraduate degree only (UD), and over 10 years since last academic
degree (10+LD). Mean ranking of seven graduate writing items ranked in order of difficulty
(lower score represents increased difficulty). 95% CI utilized for calculating p values.
Qualitative findings. From the qualitative interviews, 75% (8 of 12 respondents)
discussed the difficulties and lack of procedural knowledge associated with synthesizing
literature as part of the overall thesis writing requirements. For many students, the thesis
THESIS COMPLETION

119
represented their first attempts at synthesizing literature; it was neither a skill obtained in
previous academic endeavors nor one associated with current work requirements. Trevor and
Dean, both first-time graduate students and outside of 10 years since their last academic degree,
addressed different origins for the synthesizing barrier. Trevor noted, “That’s the hardest for me
[synthesizing literature]…I really didn’t know how do it.” Conversely, Dean stated, “Creating
that synthesis was definitely the most difficult part, because I haven't been asked to do that in
years and years and years.” Hence, two students viewed the origin of the synthesis challenge
differently; one saw it as a new skill yet learned, while the other perceived it as a skill long
forgotten.
The comments of Trevor and Dean echoed among other students with similar academic
backgrounds and currency such as Susan and Frank. Their collective comments suggest that
whether an individual is a first-time graduate student or long-removed from academic writing,
synthesizing literature presents a barrier to thesis completion. However, the difficulties students
express extend beyond issues associated with knowledge latency. For many students, the thesis
represents the first foray into a more exhaustive approach to synthesizing.
Students often struggle with synthesizing the larger volume of literature commonly
associated with a thesis. Katie, a confident writer, noting her chair and committee member are
“good with my writing,” stated the volume of research proved problematic. She commented, “I
have a hard time determining how to group all of the literature into singular thoughts when they
all basically say the same thing.” In a similar manner, George found the complexity of
synthesizing from an increasingly large number of sources as his research progressed to be the
most difficult element associated with graduate writing. Specifically, he opined, “Taking five
THESIS COMPLETION

120
articles and going ‘what are they all saying?’...it’s just a different way of writing that I’ve never
done before.”
The collective responses associated with synthesizing literature suggest two separate
concerns with student knowledge: the first addresses basic procedural knowledge associated with
synthesizing literature, while the second theme concerns difficulties associated with synthesizing
larger volumes of literature. From a basic knowledge and understanding of how to perform the
task, Trevor’s concerns centered on learning a new task outside of his previous academic and
current work environment while Dean focused on a latent proficiency with synthesizing
literature. For others such as Katie and George, the challenge shifted from conceptual to
procedural knowledge as the critical variable became one of volume. The combination of
quantitative and qualitative data, although suggestive of a potential barrier to thesis completion,
only represents student perceptions on the synthesis of literature. However, document analysis
provides an additional tool for validating and triangulating student responses.
Document analysis. Ten respondents from the qualitative interviews provided
completed literature reviews for analysis. Of note, the two students who did not provide
literature reviews for analysis, Trevor and Alice, failed to complete the thesis. These students
represented two of the final three students within both cohorts (N = 58) to submit accepted thesis
proposals. The document analyses utilized two independent instruments. A subjective
assessment of the literature review utilizing the Literature Review Scoring Rubric (Boote &
Beile, 2005) provided a subjective assessment of student writing and offered an ability to
triangulate data elements from the quantitative and qualitative surveys, specifically regarding the
synthesis of literature. An objective assessment of the same documents utilizing the Flesch-
THESIS COMPLETION

121
Kincaid Readability analysis within Word 2016 provided an overall assessment of fundamental
student writing. Presentation of each analysis follows sequentially.
Literature review scoring rubric. Student awareness of the proper elements of a review
of literature, in particular, the synthesis of literature, presents a barrier to thesis completion. The
results support the assertion that recent experience with the synthesis of literature and the
conceptual, procedural, and metacognitive knowledge required to perform the task is limited.
The modified Literature Review Scoring Rubric based upon the structure developed by Boote
and Beile (2005) highlights six criterion for effective literature synthesis and provides a defined
scale and terminology explaining the scoring (Table 14).
Table 14
Modified Literature Review Scoring Rubric – Synthesis (Boote & Beile, 2005)
Criterion 1 2 3
Distinguished what has
been done in the field
from what needs to be
done
Did not distinguish
what has and has not
been done
Discussed what has and
has not been done
Critically examined the
state of the field
Placed the topic or
problem in the broader
scholarly literature
Topic not placed in
broader scholarly
literature
Some discussion of
broader scholarly
literature
Topic clearly situated
in broader scholarly
literature
Placed the research in
the historical context of
the field
History of topic not
discussed
Some mention of
history of topic
Critically examined
history of topic
Acquired and enhanced
the subject vocabulary
Key vocabulary not
discussed
Key vocabulary
defined
Discussed and resolved
ambiguities in
definitions
Articulated important
variables and
phenomena relevant to
the topic
Key variables and
phenomena not
discussed
Reviewed relationships
among key variables
and phenomena
Noted ambiguities in
literature and proposed
new relationships
Synthesized and gained
a new perspective on
the literature
Accepted literature at
face value
Some critique of
literature
Offered new
perspective

THESIS COMPLETION

122
Each document received two readings and separate scoring assessments. Notes taken on
each analysis provided the real-time scoring logic and offered a methodology for resolving
discrepancies in the scoring. After final document analysis and scoring resolution, the merging
of quantitative and document analysis data offered a means for triangulating student perceptions
with performance. Crosschecks of the thesis scoring through a secondary reviewer, although
highlighting minor differences in the assessments, substantiated the subjective approach to the
assessment utilized within this study.
Analysis of the document review includes two distinct elements discussed sequentially.
Comparison of the quantitative survey results for each phase concerning student assessment of
the perceived or experienced difficulties associated with the synthesis of literature allows for
greater understanding of student responses through triangulation with the other sources of data.
Additionally, reviewing student performance through the lens of the Literature Review Scoring
Rubric provides a summative assessment of student knowledge in this critical graduate writing
discipline. A sequential discussion of each analyses follows.
The results of the document analysis and triangulation highlight two dynamics
concerning student perceptions of the synthesis of literature stemming from the quantitative
surveys. First, PII results provide a more accurate assessment of student perceptions surrounding
the difficulty of synthesizing literature (Synth of Lit (PII) in Table 15) from the quantitative
survey. The three students who changed their ranking between PI and PII (Dean, Frank, and
Lily) to place the synthesis of literature as the most difficult of the graduate writing tasks,
produced the three lowest overall scores (Rubric Score in Table 15). Conversely, students
ranking the synthesis of literature no higher than the third most difficult element of graduate
writing (George, Helena, Katie, and Miles), produced the four highest overall scores.
THESIS COMPLETION

123
Table 15
Quantitative Graduate Writing and Document Analysis Scoring
Element
Dean Frank Fred George Susan Helena James Katie Lily Miles
UD
10+LD
UD
10+LD
UD
10LD
UD
10LD
UD
10+LD
UD
10LD
GD
10LD
GD
10LD
UD
10LD
UD
10LD
Synth of Lit (PI)
Synth of Lit (PII)
2
1
2
1
5
4
1
1
3
2
2
3
1
2
2
3
6
1
2
3
Distinguished and
presented gaps in the
literature
1 1 2 2 1 2 2 2 1 2
Placed the topic in
the broader scholarly
literature
1 2 3 2 3 3 1 1 1 3
Placed the research
in the historical
context of the field
2 2 3 2 3 3 2 2 2 2
Acquired and
enhanced the subject
vocabulary
1 1 3 2 1 3 2 2 1 3
Articulated
important topical
variables
3 1 3 2 1 2 2 2 1 3
Synthesized a new
perspective on the
literature
1 1 3 2 1 1 1 3 1 1
Rubric Score 9 8 17 12 10 14 10 12 7 14
Note. Undergraduate degree only (UD), graduate degree (GD), 10 or fewer years since last
academic degree (10LD), and over 10 years since last academic degree (10+LD).
Second, the PI survey rankings (Synth of Lit (PI) in Table 15), although representing an
inaccurate assessment of difficulty for the majority of students, validates comments from the
qualitative interviews concerning the latency of knowledge or outright lack of experience
students possess with synthesizing literature. Simply stated, the results suggest the students did
not know what they did not know. Regardless of the source (latency or first-time experience),
student challenges with the synthesis of literature include elements of conceptual, procedural,
THESIS COMPLETION

124
and metacognitive knowledge components. A deeper analysis utilizing the Literature Review
Scoring Rubric further validated the quantitative and qualitative data.
Two themes central to synthesizing literature and instrumental to effective graduate
writing were prevalent in the modified Literature Review Scoring Rubric assessments from
Boote and Beile (2005). First, students do not properly identify the gaps within the literature as
they pertain to their thesis topic and research questions. The focal point in seven of ten assessed
literature reviews was a rudimentary description of existing literature. In doing so, the relation to
the topic and research questions became secondary; the authors did little to channel the
discussion to gaps in the research or suggest how structural components of reviewed literature
supports, precedes, or is particularly germane to the current study.
Largely, developing linkages between previous research and the thesis remained a task
delegated to the reader’s subject matter knowledge or inferences. Second, students provided
minimal synthesis of the literature and contrary perspectives. In eight of 10 assessed reviews,
the presentation of literature presented the opinions and data from cited references as factual; the
linear approach to discussing existing literature did not combine similar or complementary
sources. Hence, repetition in themes, although strongly supporting student suppositions and
hypotheses, indirectly served to highlight missing knowledge and skills concerning the synthesis
of literature essential to constructing a well-written thesis.
The results of the literature review scoring analyses suggest students confront barriers
with the synthesize literature in the formative stages of thesis writing. For many, the knowledge
gaps exist across the broad spectrum of knowledge typologies, creating student confusion in
understanding what, why, and how literature synthesis integrated into the thesis. More
importantly, Pearson’s correlation coefficients stemming from the quantitative survey and the
THESIS COMPLETION

125
literature review-scoring rubric suggest students lack the metacognitive recognition, early in the
thesis writing process that requisite skills are lacking.
Table 16 details the Pearson’s correlation coefficients (r-values) associated with the
literature review rubric final scores and the PI and PII results concerning the synthesis of
literature from the quantitative surveys. Although the sample size is exceedingly small, the
results support the themes discussed surrounding potential knowledge gaps in the synthesis of
literature. The correlation of the PI survey and the Literature Review Scoring Rubric assessment
is largely unremarkable, as no statistically significant correlations exist between the data. These
results support the previously discussed themes surrounding student knowledge and experiential
gaps concerning the synthesis of literature. Conversely, the results from PII, with appreciably
higher correlations (r-values) rated as strong (.60 to .79) and very strong (.80 to 1.0) using
criteria establish by Evans (1996), are indicative of the students developing a richer
understanding of the elements associated with the synthesis of literature. The small sample size
notwithstanding, the significant differences between phases suggests the presence of a
knowledge gap surrounding the synthesis of literature.
Collectively, the quantitative and qualitative instruments, triangulated with the document
analyses provided supporting evidence suggesting the synthesis of literature represents an
identifiable gap in student knowledge within the graduate writing spectrum. Whether resulting
from an inability to recall latent procedural knowledge concerning the process for synthesizing
literature or as a task yet performed in an academic environment, many students may be lacking
the awareness and preparation to meet synthesis requirements at the commencement of thesis
writing. The correlation coefficients point to an increase in metacognitive understanding of the
difficulties associated with literature synthesis through repetition and experience. However, the
THESIS COMPLETION

126
document analyses, viewed independently, do not suggest the mere exercise of writing a
literature review served to increase student procedural knowledge.
Table 16
Pearson’s Correlation Coefficients – Literature Review Scoring Rubric and Quantitative Data
Measure
Synth of Lit (PI) Synth of Lit (PII)
r r
Distinguished what has been done in the field from
what needs to be done
.05 .79*
Placed the topic or problem in the broader scholarly
literature
-.11 .36
Placed the research in the historical context of the field .40 .56
Acquired and enhanced the subject vocabulary -.04 .82*
Articulated important topical variables and phenomena -.08 .49
Synthesized and gained a new perspective on the
literature
.19 .53
Literature Review Rubric Score .11 .94**
Note. *p<.05. **p<.01
Flesch-Kincaid readability analysis. The second aspect of the document analysis, the
Flesch-Kincaid Readability analysis, is central to the discussion framing student perceptions and
experiences with the structural elements of graduate writing (e.g., sentence structure, grammar,
paragraph construction, etc.). The results of the Flesch-Kincaid Readability analysis highlight
three metrics from the Word 2016 output: (a) reading ease; (b) grade level; and (c) percentage of
passive sentences. The reading ease score represents a numeric evaluation of writing complexity
(0 to 100 scale, lower scores represent increased complexity, and scores 0 to 30 considered
graduate level) while the grade level loosely corresponds to the number of years of education
required to understand the document. The reading ease score average (M = 23.0, SD = 9.68) for
THESIS COMPLETION

127
the analyzed theses is within the commonly recognized range for graduate work (Flesch, n.d).
Table 17 displays the relevant subgroups for each student and the Flesch-Kincaid readability
metrics stemming from the literature reviews analyzed. Although the analysis is rudimentary in
nature and does not capture clarity and quality of diction, it delivers key insights into general
trends associated with student writing. The final aspect of the document analysis includes
comparing and triangulating the document results to survey questions involving student
perceptions on writing self-efficacy.
Table 17
Flesch-Kincaid Readability Analysis
Respondent Reading Ease Grade Level Passive Sentences
Dean (CT/UD/10+LD) 23.9 16.2 20%
Frank (CT/UD/10+LD) 12.9 17.2 14%
Fred (CT/GD/10LD) 32.5 14.5 20%
George (CT/GD/10LD) 10.8 18.5 27%
Susan (CT/UD/10+LD) 32.2 13.7 17%
Helena (IT/UD/10LD) 28.4 15.2 5%
James (CT/GD/10LD) 31.5 14.2 16%
Katie (CT/GD/10LD) 24.9 14.8 3%
Lily (IT/UD/10LD) 31.7 14.5 28%
Miles (CT/UD/10LD) 23.7 15.7 15%
Note. Completed thesis (CT), incomplete thesis ( IT), undergraduate degree only (UD),
graduate degree (GD), 10 or fewer years since last degree (10LD), and more than 10 years since
last degree (10+LD). Reading ease scale 0-100 (lower scores more complex), 0-30 considered
graduate level; (Flesch, n.d.)). Grade level indicates the number of years of education required
to understand the writing (Flesch, n.d.).
THESIS COMPLETION

128
The Flesch-Kincaid results suggest some level of difficulties with fundamental elements
of writing, specifically between passive and active sentence structures. The propensity of
passive sentences (M = 16.5%, SD = 8.1%) from the Flesch-Kincaid analyses points to student
difficulty recognizing passivity in writing and is indicative of a knowledge gap. As with the
synthesis of literature, discerning the nature of the gap as skill either not learned or never fully
ingrained into the students’ writing style is unclear. However, the qualitative interviews offered
insights into the challenges associated with fundamental writing, specifically with the
recognition and correction of passive voice in their writing.
Recognizing passive writing and adopting and active voice is challenging for many
students. Nine of 12 students (75%) referenced their struggles in this critical element of thesis
writing. Dean and Frank, both over 10 years removed from their previous degree, struggled with
recognizing passive writing. Dean stated, “I’ve been out of school for 15 years…I always
recognize the simple examples [passive writing]…he ate the apple…the apple was eaten…but I
never recognize it in my own writing.” Frank similarly stated, “Even with Word telling me it
was a passive sentence, I still struggled to see it and had a harder time fixing it.” For James, a
recent graduate student, passive writing still proved perplexing. “I didn’t recognize until late in
the game [that] I write in a passive voice.” Lily was equally confounded, noting, “I'm thinking
about going, taking it to the writing center, or somebody else, to where maybe they can help me
with some of the sentences that I am struggling to get the passive voice out.”
The utilization of passive voice represents a barrier, often unrecognized, for students
writing a thesis. Although use of passive voice, in and of itself, may not prevent a student from
completing a thesis, recognition and subsequent edits require time and mental effort. The
Flesch-Kincaid analysis, combined with the qualitative data, suggests the complexity of the
THESIS COMPLETION

129
passive writing challenge problem begins with basic student recognition and continues through
to sentence restructuring. The commonality in responses concerning recognition and sentence
modification reflects a significant gap in student knowledge. Even when confronted with passive
writing, the tools and methods for correcting the errors remained elusive, to the point of pushing
students towards the writing center for specific instruction. The focal issue revolved around
sentence reorganization confounding existing challenges with writing clarity.
Graduate writing summary. The collective results stemming from the quantitative,
qualitative, and document analysis surrounding graduate writing suggests certain elements of
graduate writing are problematic for students; each provides a different challenge at a different
point in the thesis writing process. Thesis topic selection for some students presented the
greatest barrier, delaying substantive research and writing. Confounding topic selection for
many were the inherent time constraints within the embedded thesis model, either hastening
topic selection to a point prior to the bulk of course deliveries or limiting time with faculty or
chairs to develop fully a thesis concept. For other students, the barriers included the synthesis of
literature, representing a latent skill or skill yet learned or elements of fundamental writing,
specifically the recognition and elimination of passive voice. The triangulation of data elements
served to validate the challenges students faced with topic selection, the synthesis of literature,
and passive writing. However, the data does not suggest one element is presents a greater barrier
than another. Rather, graduate writing requirements for a thesis represent a continuum of
challenges, some may be addressed sequentially (e.g., topic selection) while others (e.g., passive
writing) may affect student writing throughout the entirety of the thesis process. Fundamental to
addressing such barriers are the help-seeking awareness and behaviors displayed by students as
the challenges arise.
THESIS COMPLETION

130
Help Seeking
Students are reluctant in the early writing stages of the thesis process to seek help from
their chair or other students and tend to attempt to find internally derived solutions to thesis
challenges. The quantitative instrument, modified from the MSLQ (Pintrich et al., 1991),
queried students as to their predisposition to external help seeking through chairs and committee
members, fellow students, or to work through challenges independently. From the qualitative
interviews, three significant themes emerged: (a) a lack of procedural knowledge surrounding the
thesis process prevented the formulation of viable questions (diminished help-seeking
awareness); (b) students struggling with help-seeking avoidance or self-efficacy are reticent to
seek external assistance; and (c) help-seeking pathways are often unknown to students,
particularly in the DL environment. Although the latter two themes (help-seeking avoidance and
pathways) contain elements of KMO influencers included in the conceptual framework,
discussing the relevance of those influencers through this lens promotes a richer understanding
of help-seeking gaps and barriers.
Quantitative results. Table 18 displays the descriptive statistics and means comparison
for the total sample population and statistically significant subgroup results concerning student
help-seeking behaviors and satisfaction. A paired-samples t-test for the sample and independent-
samples t-tests for the subgroup in SPSS Version 25 highlighted the significant differences
between phases and subgroups. Specifically, the quantitative results indicate significant
development in help-seeking skills for the total sample (TS) (PI M = 3.71, PII M = 4.30).
Additionally, it highlights significant differences between three subgroups: students completing
the thesis (CT) and non-completers (IT) in PII (IT M = 3.56, CT M = 4.72); students with a
graduate degree (GD) and those possessing only an undergraduate degree (UD) in PII (UD M =
THESIS COMPLETION

131
4.02, GD M = 4.85); and students within the east coast cohort (CE) and west coast cohort (CW)
in PI (CE M = 4.09, CW M = 3.29). Of note, the differences between the two cohorts ostensibly
vanishes by PII (CE M = 4.38, CW M = 4.21).
The quantitative data suggest students who successfully complete a thesis engage more
frequently and are more satisfied with their help-seeking behavior than students who fail to
complete the thesis. More critically, the lack of reported change in help-seeking behaviors
between PI and PII for non-completers (PI M = 3.50, PII M = 3.56) represents the least
development in help-seeking skills of any subgroup. Conversely, students entering WI with a
graduate degree reported higher help-seeking awareness and satisfaction with the provided
assistance than students with only an undergraduate degree. The higher PI and PII averages and
more pronounced change possibly reflect increased metacognitive awareness and willingness to
seek assistance on the part of students with previous graduate education experience.
Table 18
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Help Seeking
*Comparison Phase n M SD t df p
TS
TS
I
II
50
50
3.71
4.30
1.23
1.13
-3.60 49 .001
IT
CT
II
II
18
32
3.56
4.72
1.19
.86
-3.99 48 .000
CW
CE
I
I
24
26
3.29
4.09
1.24
1.10
-2.43 48 .019
UD
GD
II
II
33
17
4.02
4.85
1.14
.91
-2.63 48 .011
Note. Total sample (TS), incomplete thesis (IT), completed thesis (CT), cohort west (CW),
cohort east (CE), undergraduate degree only (UD), and graduate degree (GD). 95% CI utilized
for calculating p values.
THESIS COMPLETION

132
Figure 6 graphically presents the PI and PII results for help-seeking for the six subgroups
of interest. The three comparative subgroups represented in the figure offer interesting snapshots
of student reported help-seeking behaviors. In comparing thesis completers (CT) to non-
completers (IT), the key element is the lack of reported help-seeking development for the IT
subgroup. Similarly, although the PI results for the east coast cohort (CE) were significantly
higher than the results for the west coast cohort (CW), the PII results produced an insignificant
difference. Finally, WI students with previous graduate degrees (GD) not only reported a
significantly higher degree of help-seeking awareness and willingness than students possessing
only an undergraduate degree (UD) reported, they reported a statistically significant increase in
average between PI and PII (PI M = 4.09, PII M = 4.85). Ostensibly, Figure 6 provides a
singular graphic to compare PI and PII results as well as the degree of change for the subgroups.

Figure 6. Subgroup Means by Phase for Help-seeking. Completed thesis (CT), incomplete
thesis (IT), cohort west (CW), cohort east (CE), undergraduate degree only (UD), and graduate
degree (GD).

THESIS COMPLETION

133
In total, the quantitative results indicate help-seeking awareness and desire varies based
upon numerous demographic and academic factors inherent to individual students. However, the
data clearly suggest thesis completers and previous graduate students (76% completed the thesis
– 13 of 17) display a greater proclivity for help seeking than non-completers and those students
with only an undergraduate degree (58% completed – 19 of 33). These factors, based upon
easily defined and separated subgroups, provide targets for triangulation of quantitative results
with information gleaned from the qualitative interviews. Specifically, the interview themes
central to understanding the factors encouraging or preventing students from effective help-
seeking behaviors focus on metacognitive recognition and awareness, student reluctance to help-
seeking, and student knowledge of help-seeking processes. A sequential discussion of each
theme follows.
Qualitative findings. Students face multiple barriers to effective help-seeking necessary
to complete a thesis. Throughout the qualitative interviews, repeated themes involving an
inability to formulate and articulate questions due to limited awareness what to ask were often
intermixed with various avoidance characteristics common with performance goal orientations.
Three themes emerged from the qualitative interviews: (a) students often lack the help-seeking
awareness required for complex tasks; (b) students often avoid help seeking even when aware of
the necessity; and (c) students often lack the knowledge of effective help-seeking pathways.
Help-seeking awareness. Students commonly lacked the metacognitive awareness to
seek assistance. Six of 12 students (50%) commented on their challenges to recognize the need
for help seeking. Susan and Miles voiced similar concerns reflecting upon their early struggles.
Susan commented, “When I told you I just worked [thesis writing] on my own…I didn’t know
what I didn’t know.” Following a similar path, Miles noted, “I would just crank out page after
THESIS COMPLETION

134
page with no clue of how far off track I was drifting.” Whereas Susan and Miles continued to
work, albeit blindly at times and assuming they were on the correct path, Trevor’s challenges
lead to a greater degree of stagnation in his thesis writing. He commented, “I would think about
asking a question and then realize I couldn’t even think of a smart question to ask and put it [the
thesis] away for another week.”
Help-seeking awareness for Susan and Miles evolved throughout the thesis process as
they became more familiar with the intricacies of their respective topics and thesis components.
As their awareness of knowledge gaps became more refined, help seeking evolved into a
collaborative activity with their chairs and they completed their theses prior to graduation.
Alternatively, Trevor struggled with the articulation and framing of his challenges with the thesis
proposal submitted just prior to the scheduled graduation date. He stated, “I finally started to
recognize where I was in the process …I just didn’t know how to get there, but that was a huge
development.” Applying their commentary to quantitative results provides a richer
understanding for the variations in help-seeking behaviors, particularly for gaining insights as to
why a given student may complete or fail to complete a thesis. For late adopters of effective
help seeking such as Trevor, the delayed development of proper awareness and articulation of
need serves as a significant barrier to on-time thesis completion, whereas earlier adopters, Susan
and Miles, overcame those challenges. Awareness represents the first step in the help-seeking
process; for some students, other factors serve to diminish a student’s help-seeking capacity.
Help-seeking avoidance. Students often suppress help-seeking behaviors to mitigate
self-efficacy limitations. The imposter phenomena represent a common belief among students
that they lack the knowledge and skills of their classmates; associated with those feelings is a
desire to minimize the potential of exposure as a fraud, often manifested through minimal help-
THESIS COMPLETION

135
seeking behaviors (Clance & Imes, 1978; Kumar & Jagacinski, 2006; Thompson, Foreman, &
Martin, 2000). Additionally, as imposters, such individuals attribute their achievements (e.g.,
being accepted into WI) to external, non-ability based factors (Clance & Imes, 1978; Kumar &
Jagacinski, 2006). Similarly, students often display traits associated with self-handicapping, or
the desire to excuse and rationalize potential failure due to external events such as work or life
stressors (Berglas & Jones, 1978; Hirabayashi, 2005; Urdan, Midgley, & Anderman, 1998).
Emerging from the qualitative interviews, 10 of 12 students (83.3%) addressed some form of the
imposter phenomena or self-handicapping as it related to their desire to seek assistance.
Helena and Dean both felt out of their comfort zone early in the program and it inhibited
their help seeking. Helena commented, “I thought I was an academic fraud…I had
questions…but I am not going to ask anyone about it.” Dean started the program with similar
doubts, “I almost quit on day three…I felt like a fraud…better to remain quiet.” Related to
Helena and Dean, Alice questioned her co-chair’s support for her work commenting, “They have
too much confidence in me...I don’t want to ruin it [their perception of her] by asking a stupid
question." For all three students, the imposter phenomena served to suppress help-seeking
behaviors even when such behaviors were necessary. Whereas Dean eventually overcame his
reluctance to seek assistance following a renewed personal commitment to an on-time graduation
with eight weeks remaining, Helena and Alice struggled throughout the final two quarters to
make significant progress on their respective thesis, minimally reaching out for assistance
throughout the entirety of the 18-month program. Thus, the quantitative and qualitative data
suggest to a key driver leading to thesis completion is an active approach to help seeking.
THESIS COMPLETION

136
Trevor, on the other hand, displayed more self-handicapping traits, discussing the current
and future impact of work requirements and their collective influence on his ability to set aside
sufficient time for thesis writing. He stated during the PI interview:
I have too much going on right now and the upcoming months don’t look much better.
It’s gonna [sic] be a real challenge to get everything together as I can’t just drop my work
to play student. It doesn’t work that way in my job, but it also makes it too easy to put
thesis work off until tomorrow, or next week, or next month.
Trevor’s comments mirrored those of other WI students. As all are full-time employees and
many serve in leadership positions within their respective organizations, many suggested the use
of self-handicapping techniques, specifically to justify procrastination and limitations on effort
manifested in several interviews.
Help-seeking avoidance and approach strategies, although contextually linked to deeper
internal goal orientations and self-efficacy beliefs, influence student thesis completion. The
combination of quantitative and qualitative data suggests students with predominant avoidance
personalities, whether due to a more reserved affect or beliefs leaning towards feeling as an
academic fraud or imposter or self-handicapping behaviors, increases the likelihood of delayed
thesis completion. For DL students, the proximal isolation from sources of assistance and
procedural knowledge required to establish help-seeking pathways often serve as an additional
barrier exacerbating the avoidance behavior.
Help-seeking pathways. Students in the DL environment face additional barriers
establishing conduits for effective and efficient help seeking. Seven of 12 students (58.3%)
discussed some level of difficulty with finding effective pathways for assistance. To a large
degree, the issue revolved around cohort lines, with those in the east coast cohort commenting on
THESIS COMPLETION

137
challenges resulting from their limited exposure at FGU. Specifically, the reluctance to seek
assistance centered on a lack of face-to-face opportunities for interaction, primarily within the
writing center.
Trevor and Lily, both students in the east coast cohort commented on the challenge.
Trevor stated, “It is hard…I feel as though I am cold calling the writing center…they don’t know
me, so I didn’t do it.” Lily noted, “We only come to WI one time before graduation and it is too
late …I would have built that relationship [with a technical writer] sooner.” The concerns voiced
by Trevor and Lily focused on the challenges associated with attempting to seek help. Lacking
the face-to-face connection, they deferred contacting potential sources of assistance. Although
each student understood the pathways for seeking help, the assessed viability of assistance and
desire to work in a manner outside of their comfort zones, served as barriers to their help-
seeking.
The collective experiences of WI students vary in their acceptance of alternative
pathways for help seeking and the rigor in which they pursue assistance. A more detailed
discussion of student access to university resources provides greater insights into the challenges
experienced by WI students later in this chapter. However, lacking known pathways that
conform to desired norms for communication prevents students from establishing efficient help-
seeking skills in the DL environment essential for thesis completion.
Help-seeking summary. The collective data suggest effective help seeking in the
environment encompassing thesis completion requires the metacognitive awareness and accurate
assessment from the student of the current state, next steps in the process, and desired end state.
Students with previous graduate experience appear better positioned and more likely to ask
pointed questions due to an increased awareness of the thesis process. Conversely, students with
THESIS COMPLETION

138
performance-avoidance behaviors or possessing feelings associated with the imposter
phenomena are less likely to pursue help-seeking activities. For all students, overcoming
inherent barriers associated with help seeking in the DL environment is vital for sustained
engagement and thesis progress.
Self-Regulation
Successful completion of a thesis requires a significant commitment of focused time and
effort on the part of the student; self-regulatory skills are essential elements in providing the
proper focus. The quantitative and qualitative instruments draw from the concepts within the
MSLQ (Pintrich et al., 1991) and research by Dembo and Eaton (2000). Statistically results
between phases and subgroups suggest students with more developed self-regulatory skills are
more successful with on-time thesis completion. Complementing the quantitative results, the
qualitative data provides rich details of self-regulatory successes and failure as students struggle
to balance their limited knowledge of the time commitments inherent to thesis writing, an ability
to create an environment conducive with thesis research and writing, and time management skills
to balance work-life challenges outside of the academic environment. Presentation of the
quantitative and qualitative results follows sequentially.
Quantitative results. Students require significant self-regulatory skills and behaviors to
complete the rigors of the thesis. The results of each survey phase suggest self-regulation may is
a critical factor for thesis completion. The quantitative survey included five questions relating to
topics associated with self-regulation (goal setting, organization, thesis work area, thesis work
schedule, and ease of segmenting thesis tasks). As all questions loaded into the overall self-
regulation factor (Appendices G and F), student responses suggest each assessed element of self-
regulation effects thesis completion.
THESIS COMPLETION

139
Table 19 displays the paired-samples and independent-samples t-test comparison of
means for the total sample between PI and PII and statistically significant subgroup. Results
indicate a statistically significant increase in reported self-regulatory behavior between PI and
PII for the total sample (TS) (TS PI M = 3.90, TS PII M = 4.37) as well as between thesis
completers (CT) and non-completers (IT) for both phases. Additionally, Table 19 displays inter-
phase comparison for those subgroups, highlighting the statistically significant increase in
reported self-regulatory behaviors for students completing the thesis (CT PI M = 4.26, CT PII M
= 4.87) and the comparative stagnation in such behaviors for those who failed to complete (IT PI
M = 3.27, CT PII M = 3.48).
The quantitative data suggest students completing the thesis began the thesis process with
more developed self-regulatory behaviors and continued to improve on those skills throughout
the process. Conversely, those students not completing the thesis began the thesis process with
underdeveloped self-regulatory behaviors that never improved to any significant degree.
Table 19
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Self-Regulation
Comparison Phase n M SD t df p
TS
TS
I
II
50
50
3.90
4.37
.94
1.07
-4.00 49 .000
IT
CT
I
I
18
32
3.27
4.26
.85
.80
-4.13 48 .000
IT
CT
II
II
18
32
3.48
4.87
.86
.83
-5.66 48 .000
CT
CT
I
II
32
32
4.26
4.87
.80
.83
5.15 31 .000
IT
IT
I
II
18
18
3.27
3.48
.85
.86
-.88 17 .390
Note. Total sample (S), incomplete thesis (IT), and completed thesis (CT). 95% CI utilized for
calculating p values.
THESIS COMPLETION

140
Approaching self-regulatory behaviors on a question-by-question basis highlights an
interesting pattern between thesis completers (CT) and non-completers (IT). Figure 7 provides a
graphical presentation of the changing means for the questions addressing self-regulation. Two
key elements emerge from the data. First, students completing the thesis reported advanced self-
regulatory behaviors during the early stages of thesis writing in PI. Such skills are essential as
the thesis writing represents a longer-term commitment of time and energy requiring a much
more methodical approach than a traditional course assignment. Second, students completing the
thesis continued to refine and develop self-regulatory behaviors throughout the thesis writing
process. Whether out of necessity (i.e., falling behind a given timeline) or out of metacognitive
awareness and an ability to foresee the time commitment required to complete the thesis, thesis
completers reported statistically significant improvement between PI and PII. Conversely, non-
completers reported lower initial self-regulatory behavior and limited growth between phases.

Figure 7. Self-Regulation Comparison of Means by Phase and Thesis Status. Completed thesis
(CT), and incomplete thesis (IT).

4.78
3.94
4.75
3.66
4.19
3.94
2.67
3.89
2.50
3.33
5.13
4.84
5.16
4.66
4.55
2.83
4.22
2.56
3.83
2.25
2.75
3.25
3.75
4.25
4.75
5.25
Goals Organization Environment Schedule Segmenting
PI CT PI IT PII CT PII IT
THESIS COMPLETION

141
The quantitative results support self-regulation as a student knowledge and skill essential
for thesis completion. The higher student assessed starting mean for those completing the thesis
and subsequent increase in assessed self-regulatory behavior between phases suggests some
inherent level of these skills is vital at thesis commencement to sustain progress. Embedded in
the qualitative interviews are the clarifying and amplifying remarks that provide a contextual
framework for understanding the totality of self-regulation as it pertains to successful thesis
completion.
Qualitative findings. Students struggle understanding the time commitments for thesis
writing, creating the proper research and writing environment, and balancing life-work
requirements. The qualitative interviews provided explanatory information concerning the self-
regulatory behaviors inherently present in the students or adopted in response to the
aforementioned demands of the thesis writing process. Through the discussions concerning their
successful strategies, changes in approaches to self-regulation, and barriers due to missing or
limited metacognitive knowledge and awareness, exposed connections between the other KMO
influencers frame student challenges associated with self-regulation.
Understanding of thesis time commitments. Students lack the metacognitive awareness
of the time commitments required to complete a thesis. For most students participating in the
qualitative interviews (10 of 12), the curriculum at WI represented their first exposure to thesis
components and the rigor expected in the research and writing by chairs and committee
members. Two distinct aspects of the thesis process emerged as potential causal factors for
complicating time management and effective self-regulation: (a) knowledge concerning thesis
direction; and (b) knowledge concerning thesis components. A discussion of each follows
sequentially.
THESIS COMPLETION

142
Eight of 12 students (66.7%) discussed the challenges associated with effective self-
regulatory behaviors for first-time thesis writers. Specifically, lacking an understanding of the
totality of the thesis process confounded the various elements associated with self-regulation.
Frank stated it succinctly, “It’s hard to know how long it’s going to take [thesis research and
writing] when you don’t know where you’re going.” Following up in PII, Frank added, “Once I
got to a point where I knew where we were taking the thesis, I started setting my own deadlines.”
Frank’s reflection on his experience highlights the complexity of self-regulation for
students in the formative stages of thesis research and writing; uncertainty in direction
complicates not just time management, but challenges effective goal setting, segmenting of thesis
elements, and the establishment of intermediate benchmarks of completion. The dissolution of
his early uncertainty in thesis direction eventually permitted a more regulated approach to thesis
work and he completed five weeks prior to graduation. For other students, their limited
experience with a given thesis component exacerbated their challenges with effective self-
regulatory behaviors.
Students lack the requisite knowledge to establish timelines for completing the various
elements associated with thesis writing. Regardless of the thesis element, a given student may
struggle more with finding research, organizing research, or simply drawing conclusions at the
end of the study. A key challenge noted by 75% (8 of 12) respondents centered on research.
Although many students faced difficulties finding relevant research for their theses (finding
relevant research ranked as the third and fourth most difficult task in thesis writing in the PI and
PII surveys respectively), the challenges for many centered on the lack of clarity on the breadth
and depth of research required for a thesis. For Trevor and Susan, the lack of knowledge on
THESIS COMPLETION

143
what constitutes sufficient research for a thesis exacerbated his time management difficulties.
Trevor commented:
When it came to research, I just kept looking…I wasn’t able to visualize what my thesis
was going to look like, you know, how much research was enough. I would find
something interesting and waste an entire night reading it, only to find out it just didn’t
fit….I boiled ocean after ocean as they say…I didn’t know when enough was enough and
the clock kept running and days kept passing. I would probably still be going [looking
for research] if it wasn’t for [my committee member].
Susan was equally frustrated over an inability to gauge the time required to complete her
literature review. She stated, “I hated the literature review…I didn’t know what I was doing…I
kept finding more articles…what I thought would take two-weeks, took almost a month.”
The challenges associated with self-regulation and effective time management for thesis
writing are unique to each student. Whether hampered by limited knowledge and understanding
of the direction and focus of their thesis or uncertainty concerning individual elements of thesis
writing, students often experience periods of limited productivity, poor time management, and an
inability to properly establish formative goals for completion. Thus, a given student’s internal
time estimation for completion and the actual time required are commonly misaligned and lead
to increased student frustration and a potential for disengagement when deadlines pass.
Creating the proper thesis-writing environment. Students face challenges establishing
the proper environment for thesis writing. As all WI student are full-time employees, thesis
writing occurs in a variety of settings (work, home, hotels on travel, etc.); some are more
conducive to efficient research and writing while others present significant barriers. Included in
the thesis-writing environment are the students’ organizational tools and structures. From
THESIS COMPLETION

144
physical copies of research and literature to digital libraries, students often find organizing their
supporting research and documents to be problematic. Seven of 12 students (58.3%), and all
students failing to complete the thesis, discussed challenges associated with creating an effecting
thesis-writing environment.
Lily, who travels extensively for her employer, commented on the difficulties of
establishing an optimum setting for thesis work, “Mostly, it [thesis work] was on the airplane…I
rarely got to sit in a quiet place and write…it always seemed to take twice as long because I
could never really focus.” Although Lily was close to completion, she failed to complete prior to
the scheduled graduation. Similarly, Helena struggled to find the optimum setting for writing, “I
probably wrote in my ideal setting twice, both during our in-residence sessions…at home, it's
pretty chaotic.” Whereas Helena found writing during the in-residence session in the classroom
to be ideal, other students were frustrated with the setting. Fred noted, “[My ideal setting] is in
an office…big double monitors…that’s what’s hard about the thesis lab, I can’t do anything on a
tiny laptop.” Paralleling Fred, Alice stated, “My ideal setting for working on my thesis is,
honestly, in my office at work…everyone has cleared out, and it's just me and my computer, a
couple of screens.”
The qualitative responses highlighted the difficulties for many students to establish a
consistent thesis-writing environment. Continually changing locations for thesis writing driven
by work requirements and differences in technology platforms deprive students the ability to
construct their optimum setting or mitigate the perceived deficiencies in any appreciable manner.
As a stand-alone problem, continual variations in the thesis-writing environment are problematic
and exceptionally challenging if accompanied with exacerbating life-work challenges.
THESIS COMPLETION

145
Life-work balance. Students employed full-time and enrolled in a graduate program with
a thesis component struggle with completing academic requirements and maintaining a proper
life-work balance. The quantitative results concerning students’ inability to develop a regular
schedule for working on thesis requirements suggest self-regulatory barriers exist, especially for
those not completing the thesis; the qualitative results point to challenges balancing competing
priorities. Although the qualitative respondent sample size is small, all eight of the individuals
participating in the sample established a regular schedule and routine for thesis work; conversely,
all four of the individuals who did not complete, commented on their difficulties establishing a
routine and schedule for thesis work.
Lily stated in the PII discussion, “I worked on it [thesis] when I could and that wasn’t
working… that is why I took a week off work and came here [WI]. I had to try something.”
Helena voiced similar concerns, “I can see where I should have set at least, probably three hours
on Saturday and Sunday [to work on her thesis]. I don't generally do that.” Work demands
prevented Helena from engaging in any substantive thesis work during the week and she
struggled with finding the correct balance at home, “My husband is very supportive but…I don't
think he fully recognizes the time commitment, so I sacrifice my thesis time.” Trevor, facing an
equally demanding work schedule, commented on the difficulties associated with the
misalignment of schedules that often produced significant delays as he waited for feedback from
either his chair, committee members, or the writing center. He noted, “The writing center got my
draft back to me on the Monday after I was going back to work and there was going to be a week
before I'd even take a look at it again.” Collectively, Lily, Helena, and Trevor found the
academic-work-life balance challenging, often placing academic requirements behind work or
family.
THESIS COMPLETION

146
Self-regulation summary. Whether the challenges and threats to effective self-
regulation were seemingly controllable and represented more of a conscious, value-based
decision, or true work demands complicated thesis writing, students failing to complete the thesis
appear to struggle with developing effective self-regulatory behaviors. Conversely, students
participating in the qualitative interviews with an ability to schedule and consistently set aside
dedicated time for thesis research and writing achieved a 100% thesis completion rate compared
to a 20% thesis completion rate for those who did not regularly schedule time for thesis work.
The combination of quantitative and qualitative data supports the criticality of self-regulation
skills for thesis completion. The statistical significance of the comparison of means between PI
and PII additionally suggests self-regulatory skills are evolutionary; they can improve out of
necessity or adapt, as required, to achieve desired student outcomes.
Knowledge Findings Summary
Gaps in knowledge present significant barriers to students as they attempt to complete the
WI thesis requirement. Data suggests challenges with graduate writing requirements begins with
basic topic selection and continues through elements of literature synthesis and fundamental
writing. For many students struggling with elements of graduate writing, poor student help-
seeking behaviors ostensibly preventing students from correcting errors or gaining the
knowledge required to sustain thesis-writing progress. Thus, the conversations and discussions
between students, chairs, and committee members that could offer the direction and guidance
required to ensure thesis progress, occur less frequently and with suboptimal outcomes.
Exacerbating the lack of metacognitive awareness for help seeking is the limited student
knowledge concerning the thesis process and the procedural knowledge associated with thesis
completion. The data suggest student success in thesis writing is often dependent on the
THESIS COMPLETION

147
willingness of students to seek assistance when faced with a thesis barrier as well as the quality
of assistance provided.
Student self-regulatory behaviors provide a foundation for structuring thesis work
through effective goal setting, construction of an effective work environment, and a sustainable
and regular schedule for thesis writing. Lacking such skills, students struggle to meet timeline
and production demands in the isolated environment associated with thesis writing. Collectively,
data covering the elements of student knowledge drawn from the literature review and forming
the conceptual framework provide both validation of existing knowledge gaps as well as insights
applicable to developing effective mitigation techniques to improve thesis completion.
Motivation Findings
Student motivation is essential for thesis completion; it affects student self-regulatory
behaviors and is a significant driver of effective help seeking. The conceptual framework
included two motivation factors discerned from the literature critical for students to complete a
thesis. Self-efficacy in the various graduate writing elements and a student’s goal orientation,
particularly a student’s tendency towards a mastery goal orientation, were the focus of the six
and five questions respectively within the quantitative instruments during PI and PII. Self-
efficacy questions based upon the instruments of Lavelle and Bushrow (2007), Shell et al.
(1989), and Varney (2003) utilizing the percentage scale from Bandura (2006) and goal
orientation questions based upon the instruments designed by Pintrich et al. (1991) and
VandeWalle (1997) formed the basis of both the quantitative and qualitative methodologies.
The report of findings provides independent assessments of self-efficacy and goal
orientation based upon the mixed-methods approach forming this study. However, it is not
simply the singular impact of self-efficacy or goal orientation that is relevant to this study; the
THESIS COMPLETION

148
interaction and impact of these motivational influencers on the associated knowledge and
organizational influencers is equally vital to fully understanding how all identified KMO
elements support or detract from student completion of a thesis. This section follows a similar
format to the knowledge findings. Quantitative results precede the qualitative findings to
structure the discussion. Where applicable, additional correlations between the knowledge-based
data elements, including the analyses of the provided student theses, merge with self-efficacy
and goal orientation and describe the dynamic relationships between all KMO influencers.
Self-Efficacy
Student self-efficacy increases student persistence during thesis production. The
quantitative and qualitative methodologies in this study concerning self-efficacy focus on themes
established by Bandura (1977). As self-efficacy is an individual’s perception of ability to
perform a given task, the instruments attempt to discern student self-efficacy at two stages of
thesis production from quantitative perspective and provide greater meaning to the data through
qualitative interviews. The instruments utilized questions modified from Zimmerman and
Bandura (1994) to shape the data collected. Quantitative results produced statistically significant
differences based upon previous graduate education and between students completing or failing
to complete the thesis requirement. Qualitative results suggest self-efficacy influences student
approaches to help seeking and self-regulation.
Quantitative results. Student self -efficacy in the various elements of thesis writing
influences thesis completion. The data from the PI and PII surveys highlights the increase in
student self-efficacy as they progressed through the thesis writing process. Six questions
addressed elements of thesis writing from the perspective of student reported self-efficacy: (a)
sentence and paragraph construction; (b) citations and references; (c) research; (d) writing a
THESIS COMPLETION

149
literature review; (e) data interpretation; and (f) writing at an appropriate level to complete a
thesis. Table 20 presents the descriptive statistics, paired-samples, and independent t-test
analysis of each mean between PI and PII.
Although a statistically significant change in the mean occurred (TS PI M = .78, TS PII M
= .88), it is difficult to discern if the change was simply the completion of the thesis (i.e., I
finished, therefore I believe) or a true reflection of a given student’s beliefs concerning an
individual task or element associated with the thesis process.
Table 20
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Self-Efficacy
Comparison Phase n M SD t df p
TS
TS
I
II
50
50
.78
.88
.15
.10
-5.86 49 .000
IT
CT
II
II
18
32
.83
.91
.13
.06
3.18 48 .003
UD
GD
I
I
33
17
.74
.84
.17
.07
2.29 48 .026
UD
GD
II
II
33
17
.86
.93
.11
.06
2.59 48 .013
10LD
10+LD
I
I
27
23
.83
.72
.10
.19
-2.66 48 .011
Note. Total sample (TS), undergraduate degree only (UD), graduate degree (GD), 10 or fewer
years since last degree (10LD), more than 10 years since last degree (10+LD). 95% CI utilized
for calculating p values.
Similarly, thesis completers (CT) and non-completers (IT) reported statistically
significant differences in PI (CT PI M = .91, IT M = .83). The results additionally highlight the
statistically significant difference in self-efficacy associated with previous graduate experience
and recent academic experience. Students with a graduate degree (GD) reported higher self-
efficacy than those possessing only an undergraduate degree (UD) reported in PI (GD PI M =
THESIS COMPLETION

150
.84, UD PI M = .74) and PII (GD PII M = .93, UD PII M = .86). Students with academic
experience 10 or fewer years since the last degree (10LD) reported higher self-efficacy than
students more than 10 years since the last degree (10+LD) in PI (10LD M = .83, 10+LD M =
.72). The differences produced by these subgroups highlight the benefits of previous graduate
experience and recent academic experience as producing higher self-efficacy at the
commencement of thesis writing.
A graphic comparison highlights the relatively small changes in student self-efficacy for
students failing to complete the thesis (IT). As depicted in Figure 8, the relatively small changes
observed between PI and PII means for those failing to complete the thesis, other than self-
efficacy for performing research were not statistically significant, nor were any comparisons in
PI between CT and IT students at a 95% CI. Of note, at the time of the PII survey (graduation
week), all students submitted acceptable thesis proposals and were ostensibly complete with the
research requirement. Thus, the nominal difference in reported self-efficacy between thesis
completers and non-completers was expected. More concerning, reported self-efficacy for non-
completers, having progressed through the WI curriculum and possessing up to a year of time
and energy working on the thesis, reported an average self-efficacy of .83.
The quantitative results strongly indicate a difference in student reported self-efficacy
based upon final thesis status. The correlations between self-efficacy, help seeking, and self-
regulation (Table 9) indicate a strong interaction between influencers. Thus, applying the
foundation provided by the quantitative data provides a baseline for analyzing the qualitative
interviews to build a more complete understanding of self-efficacy’s direct role in thesis
completion and indirect influence on other student behaviors.
THESIS COMPLETION

151

Figure 8. Self-Efficacy Comparison of Means by Phase and Thesis Status. Completed thesis
(CT) and incomplete thesis (IT).
Qualitative findings. Student self-efficacy is dynamic; it rises and falls based upon
chair, committee member, or other sources of feedback, and is essential for student persistence.
Following the quantitative surveys, the focus of the qualitative interviews was to discern self-
efficacy’s contribution, both positive and negative, to thesis completion at WI. Two themes
emerged from the interviews: (a) manifestation of low self-efficacy develops early and without
any external inputs for students long-removed from the academic environment; and (b) low self-
efficacy confounds active help-seeking and effective self-regulatory behaviors. A discussion of
each theme follows sequentially.
Early manifestation of low self-efficacy. Students at WI struggle with self-efficacy at
the earliest stages of the WI academic program. For many, acceptance to WI requires multiple
attempts with the primary determinant being the quality of writing within the five required
essays. Five of the 12 (41.7%) qualitative respondents applied two, three, and even, four times
prior to their ultimate acceptance. The competitive nature of the program hastens feelings
THESIS COMPLETION

152
consistent with the imposter phenomena previously discussed as an influencer of effective help-
seeking behaviors. As such, 10 of 12 students (83.3%) expressed concerns over low self-
efficacy relating to elements essential for thesis completion.
For Lily, accepted on her fourth application attempt, concerns over self-efficacy began
before acceptance. She stated, “I was told over and over, ‘oh, there's no way you will get into
the program.” The elation of acceptance into the program lasted until the first class session. She
commented, “All I could think was that maybe they [the selection committee] were right the first
three times…everyone here is so smart and accomplished, I felt like an idiot…completely out of
place.” Accepted on his second attempt, George noted, “I completed a Master’s before so I
thought I was ahead of the game, but on the first day, I realized I’m probably middle of the road
academically.” Trevor, also accepted on his second application attempt, voiced a similar concern
upon reflecting on the other students within his cohort, “There's two kids in there that have got
Master's and one is working on a second Master's…I'm not gonna [sic] touch that.”
A student’s failure to gain acceptance into WI on the first attempt and comparisons
between other cohort members inadvertently creates an academic setting able to diminish student
self-efficacy prior to the submission of any coursework or academic evaluation and feedback.
Intimidation and lower self-efficacy followed Lily into the program after multiple rejections.
Other students, such as George and Trevor witnessed a decrease in self-efficacy because of
comparisons with fellow cohort members. The challenge for such students, and a reoccurring
theme in the qualitative interviews, centered on the impact of low self-efficacy in other areas
essential to thesis completion; specifically, diminished help-seeking and self-regulatory
behaviors regarding thesis related efforts.
THESIS COMPLETION

153
Low self-efficacy, help seeking, and self-regulation. Students with low self-efficacy are
less likely to develop effective help-seeking and self-regulatory skills required to complete a
thesis. The qualitative interviews highlighted two critical themes addressing additional barriers
brought on by low self-efficacy: (a) students are reluctant to seek help or even submit drafts, thus
stagnating in the thesis writing process; and (b) students unsure of writing, thesis direction, or
next steps are unable to develop rudimentary self-regulatory skills concerning thesis completion.
Six of 12 students (50%) referenced the impact of low self-efficacy, directly or indirectly, on
their desire to seek assistance and set effective goals and schedules for thesis completion.
Students with lower self-efficacy often forgo help-seeking behaviors even though the
metacognitive recognition of the need is present. Early in the process, Frank and Trevor
struggled with contacting their chairs for assistance. Franked stated “I knew I was stuck
[confusion on thesis direction]…it was frustrating, but what I had was complete garbage and I
didn’t want to waste her time [the chair].” Trevor’s reflections were similar:
What I had was rough and I didn’t want to shove something at them [chair and committee
member] that didn’t even make sense to me….Looking back, I should have just asked
because I lost weeks debating, should I ask for help and exposing myself or find another
way to get it together?
Susan shared a similar reflection, “It took quite a bit to overcome my lack of
confidence…I had questions…but I just didn’t want my chair to see how little I had
accomplished or how bad it was.”
The reflections presented during the interviews conveyed not simply the thoughts of the
respondents, but also the emotional struggles inherent to issues of self-efficacy. Low self-
efficacy created significant angst for those students who fully recognized their inability to
THESIS COMPLETION

154
internally resolve a thesis issue, yet felt paralyzed to seek the requisite assistance. The 18-month
WI curriculum, with the embedded thesis, offers little time for student indecision and inactivity.
Thus, for students with low self-efficacy, manifesting through an inability to seek assistance and
periods of writing stagnation, thesis completion becomes increasingly difficult and further
confounded by underdeveloped self-regulatory behaviors.
Self-efficacy in thesis writing allows students to work independently and develop
effective self-regulatory strategies. Lacking self-efficacy, students are reticent to establish goals,
properly organize and segment thesis elements, and develop regular schedules for thesis writing.
Helena, initially unsure of her thesis direction discussed her self-regulatory challenges, “I
thought by setting some goals…I could start making progress.” However, her efforts were
ineffective. She continued, “I would sit down to write and just stare at the screen…page goals
were useless. I didn’t know where to start…and I was too afraid to ask for help and embarrass
myself.” James commented on his self-efficacy challenges outside of basic thesis writing to
include his interactions with his chair, “In meetings with my chair, I didn’t ask that final question
to get me to the next level…I always stopped short…I didn’t want to embarrass myself or look
stupid.” For James, walking out before fully understanding his next steps prevented the creation
of writing goals and an inability to schedule sufficient time to complete thesis elements.
The experiences of Helena and James offer a lens into the interaction between self-
efficacy and self-regulation. While Helena failed to seek the initial assistance and James failed
to ensure he fully understood the details conveyed by his chair, each witnessed the effect of low
self-efficacy on their abilities to establish achievable goals and schedules for thesis writing and
intermediate completion of thesis elements. The struggles shared by these students underscore
THESIS COMPLETION

155
the difficulty with containing low self-efficacy to simply an issue of self-efficacy; low self-
efficacy affects help-seeking and self-regulatory skills.
Self-efficacy summary. Student self-efficacy is essential for thesis completion and the
promotion of effective help-seeking and self-regulatory behaviors. The quantitative data
reflected the self-efficacy challenges faced by students failing to complete the thesis, first-time
graduate students, and students long-removed from an academic environment. Through the
qualitative data, presentations of low self-efficacy included a reticence to help seeking as well as
an inability to employ effective self-regulatory behaviors including goal setting, scheduling, and
segmenting of thesis work. For many students, self-efficacy challenges arise early in the
academic program or before the commencement of coursework. The understanding of the depth
and breadth of self-efficacy issues provides a foundation for examining student goal orientation
as it is important to differentiate between student actions resulting from self-efficacy beliefs and
those driven by student goal orientation and approach or avoidance strategies.
Goal Orientation
Goal orientation serves as a tool for shaping student approaches to thesis research and
writing; it serves as a catalyst for effective help-seeking and independent thesis writing. Within
this study, the quantitative and qualitative instruments, built upon research by Pintrich (2000,
2003), probed respondent level of mastery or performance orientations as well as the prevalence
of approach or avoidance strategies influencing student outcomes. The focus extended beyond
the determination of generalized goal orientations to understand how a given orientation effects
other KMO influencers within the conceptual framework. Quantitative results suggest goal
orientation constitutes an additional layer of influence in student help seeking and self-regulation
THESIS COMPLETION

156
behaviors while qualitative results deliver a richer understanding of approach and avoidance
strategies. A sequential discussion follows.
Quantitative results. A mastery-approach goal orientation optimally aligns students for
success with thesis writing. Although performance orientations are viable for certain elements of
thesis writing (primarily schedule adherence), the independent nature of thesis research provides
fewer opportunities for comparative performance feedback to sustain student motivation. Five
questions addressing goal orientation, utilizing a 6-point Likert scale, and oriented towards the
strongly agree response indicative of a mastery trait, provided the basis for this analysis.
Analysis of internal reliability and correlation to thesis completion included two questions
addressing a mastery-approach orientation (Appendices G and F). The descriptive statistics,
paired-samples, and independent-samples t-tests for the total sample and statistically significant
subgroups appear in Table 21.
Of note, statistically significant differences between two subgroups, consistent with
previously discussed comparisons, exists with goal orientation. Specifically, students
completing the thesis (CT) reported a significantly higher propensity towards mastery-approach
orientations than non-completers (IT) reported in PII (CT M = 5.00, IT M = 4.22). Additionally,
students with previous graduate experience (GD) reported a similarly higher difference than
students possessing only an undergraduate degree reported in PI (GD M = 5.03, UD M = 4.29).
The quantitative results suggest successful students develop a trend towards a mastery-approach
orientation throughout the thesis process. Comparing PII results for thesis completers (CT) and
non-completers (IT) indicates a statistically significant difference in the adoption and
development of a mastery-approach goal orientation. Additionally, students with previous
THESIS COMPLETION

157
graduate education (GD) experience seemingly commence thesis writing with a greater
understanding of the rigor required than students lacking graduate experience understand.
The quantitative data is suggestive of mastery-approach orientations as more
complimentary for students pursuing thesis completion. The statistically significant correlations
suggest internal student motivation influences student approaches to the other KMO elements;
fundamentally, a student’s goal orientation serves as an impetus for behaviors conducive with the
skills required for thesis completion. However, these results fail to unilaterally explain the depth
of interaction between KMO factors and the manner in which students operationalize a given
goal orientation. Therefore, triangulating quantitative and qualitative data provides the keystone
to understanding the nuances within this study regarding goal orientation and approach-
avoidance states.
Table 21
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Goal Orientation
Comparison Phase n M SD t df p
TS
TS
I
II
50
50
4.54
4.72
1.14
1.09
-.88 49 .385
IT
CT
II
II
18
32
4.22
5.00
1.27
.87
2.56 48 .014
UD
GD
I
I
33
17
4.29
5.03
1.21
.84
2.26 48 .028
Note. Total sample (TS), completed thesis (CT), incomplete thesis (IT), undergraduate degree
only (UD), and graduate degree (GD). 95% CI utilized for calculating p values.
Qualitative results. Student goal orientation and approach or avoidance strategies
manifest within student help-seeking and self-regulatory behaviors; within the realm of thesis
writing, students possessing mastery-approach orientations display a higher propensity for
effective help seeking and self-regulation leading to thesis completion. The qualitative
THESIS COMPLETION

158
interviews sought to determine goal orientations and to identify student approach and avoidance
strategies that either complicated or facilitated thesis completion. Triangulation of the
quantitative and qualitative results assisted in understanding goal orientation’s influence on
thesis completion. Table 22 outlines the PI and PII results for the 12 qualitative respondents
concerning questions forming the overall goal orientation factor. Additionally, Table 22
provides a subjective assessment based upon the two interviews regarding student goal
orientation (GO) and preferred strategy: (a) mastery-approach (MAP); (b) mastery-avoid
(MAV); (c) performance-approach (PAP), and (d) performance-avoid (PAV).
Basis for the assessment of goal orientation and approach-avoidance strategies utilized
quantitative and qualitative data elements. PII quantitative averages compared and triangulated
with a subjective assessment from interview comments produced the overall goal orientation
designations. Table 22 serves as a guide for understanding student comments and
contextualizing the themes as they relate to thesis completion. Of note, a combination of goal
orientations and strategies produced completed theses; however, six of eight students completing
(75%) aligned with mastery-approach orientations.
Conversely, respondents failing to complete a thesis displayed a combination of mastery
and performance orientations with a predisposition towards avoidance strategies (three of four
students). With the quantitative data providing a lens for examining the qualitative data, two
themes emerged from the interviews: (a) mastery-approach orientations are especially well suited
for the academic rigor required to complete a thesis and the typically limited student knowledge
of the thesis process; and (b) performance orientations, if focused properly, are effective for
promoting on-time thesis completion.
Table 22
THESIS COMPLETION

159
Student Goal Orientations and Approach – Avoidance Strategy Determination
Participant
Mastery Over
Deadlines
Seek Feedback Even if
it Requires Edits and
Rewrites
M PI M PII GO
PI PII PI PII
Alice* 1 5 5 4 3.0 4.5 MAV
Dean 2 2 6 3 4.0 2.5 PAV
Frank 2 2 5 2.0 3.5 PAP
Fred 3 4 5 5 4.0 4.5 MAP
George 6 6 6 6 6.0 6.0 MAP
Susan 6 5 5 5 5.5 5.0 MAP
James 6 5 6 6 6.0 5.5 MAP
Katie 5 4 4 5 4.5 4.5 MAP
Lily* 5 3 2 3 3.5 3.0 PAV
Miles 5 6 5 6 5.0 6.0 MAP
Helena* 1 5 3 3 2.0 4.0 MAV
Trevor* 6 6 6 5 6.0 5.5 MAV
Note. *Failed to complete the thesis. Mastery-approach (MAP), mastery-avoidance (MAV),
performance-approach (PAP, and performance-avoidance (PAV).
Mastery-approach goal orientations. A mastery-approach orientation positions students
to navigate the independent and often unscripted nature of the thesis writing process. Traits
discussed by Pintrich (2000, 2003) concerning a focus on task mastery and understandings were
prevalent in respondent comments. Within this section, the discussion begins with an
examination of the successful, mastery-approach strategies and follows with a deeper exploration
of mastery-avoidance and performance goal orientations.
Students with a mastery-approach orientation displayed a higher level of interest in their
thesis and persistence towards fully understanding the thesis topic. For Susan, who selected a
topic surrounding the loss of a friend, mastery of the material was paramount, “I think, in many
THESIS COMPLETION

160
ways, this thesis was about closure. I wanted it to make a difference…it had to be right...it
couldn’t have holes.” Susan’s passion for her topic extended beyond generalities; she switched
chairs early in the process after a disagreement over thesis direction and was proactive in her
help-seeking approach to ensure the project remained on point. In her words, “I challenged
myself and my chair to poke holes at my work. It was always more than just a thesis.”
Miles was equally passionate about his topic. However, he utilized coworkers and
experts in his field to scrutinize his thesis drafts, “Well, I got to that point where I couldn't read it
anymore, because I knew I was connecting all the dots in my head. So I sent it to ten people.”
His concern centered on his deep immersion into the topic potentially clouding the interpretation
of the words within the thesis. Miles expanded upon his strategy, “I asked them, ‘Here, do me a
favor…read this…do I make sense or do I repeat myself too much?” The insights he gained
proved instrumental in streamlining and simplifying his writing, commenting:
The more I reached out, the better [the thesis] got, and for a six-week stretch, it was all I
really wanted to do. But, you just reach a point of saturation that you have to have
another set of eyes looking at your stuff.
The experiences of Susan and Miles underscore the power of a mastery-approach goal
orientation for increased student motivation and persistence while providing strategies (increased
help seeking) for improving the quality of thesis writing. The desire to gain a deep
understanding of the individual thesis tasks and content combined with behaviors promoting
positive help seeking and self-regulation skills serves as the instigator for deeper research and
writing or as the safety net during times of obscured focus and uncertainty. On the other hand,
students possessing a mastery-avoidance orientation struggled with maintaining thesis direction
and focus.
THESIS COMPLETION

161
Mastery-avoidance strategies in thesis writing often place students in a position of
uncertainty. Although students are committed to producing a quality product, they attempt to
solve challenges independently, and writing stagnation ensues. Helena witnessed periods of
inactivity resulting from her avoidance strategy, “I don’t know why I wouldn’t just ask for help
or voice my opinion…but I didn’t and tomorrow turned into next week, or next IR [in-
residence].” Her draft received accolades from faculty for its thoroughness and quality of
writing. Although Helena clearly possessed the requisite research and writing abilities, her
inability to move beyond her desire not to fail or submit substandard work allowed time to expire
without completing the thesis prior to the scheduled graduation.
Trevor, although responding to the quantitative survey in a manner suggestive of an
individual with a mastery-approach orientation, employed a much stronger avoidance strategy
for his thesis work. He commented, “I didn’t want to waste their [chair and committee member]
time with something [thesis draft] that wasn’t where I wanted it to be.” Instead of utilizing his
chair and committee member for critical feedback and feed-forward types of discussions, Trevor
focused on validating foundational and general concepts, “I asked just enough questions to make
sure I wasn’t headed in the wrong direction…so, I knew where I didn’t wanna [sic] go, but not
always where I needed to go.”
Mastery-avoidance strategies become problematic when task complexity increases or the
task represents a new endeavor. For Helena and Trevor, an ability to work through thesis
challenges independently failed to produce the desired outcome within the allotted time. Each
wrestled with self-efficacy issues, yet remained committed to producing a quality thesis instead
of simply completing a thesis by graduation. Although Helena came to realize the limitations of
an avoidance strategy concerning thesis completion, behavior modifications afforded insufficient
THESIS COMPLETION

162
time to complete their respective thesis. The mastery goal orientation is at the center of the
transition from student to scholar represented by the thesis. However, for Dean and Frank, a
performance orientation, focused intently on thesis completion by graduation, proved successful
as a driver for consistent motivation.
Performance orientations and thesis completion. Performance orientations assist in
thesis completion when the primary focus centers on the timely submission of thesis work. The
isolating nature of thesis writing, in particular, within the DL environment, is void of standard
metrics of performance (e.g., grades, praise, etc.) during the thesis-writing phase. Although three
respondents displayed performance orientations, only Dean (performance-avoidance) and Frank
(performance-approach) voiced their performance metric during the qualitative interviews. Each
student possessed an unyielding commitment to an on-time graduation.
Dean, in discussions with his chair and committee members stated, “I told them, I'm not
participating in graduation unless I have done the thesis.” Upon reflection, Dean admitted the
priority was an on-time submission, “I got it done 45 days prior to graduation, and then I just
kind of twiddled my thumbs…it could have been better.” He provided a final assessment of his
thesis, “In terms of worse thesis ever and best thesis ever, I think I'm somewhere in the middle;
you know, like lower middle.” Dean prioritized timeliness over quality and his approach to
interactions with his chair focused on ensuring he was on the correct trajectory to complete by
graduation. Unlike Dean, Frank, equally focused on completing the thesis by graduation,
displayed a performance-approach strategy.
Students utilizing a performance-approach strategy allow feedback to serve as a
validation tool in the pursuit of their desired outcomes. Frank was exceptionally proactive with
his chair and committee members concerning his desire for an on-time thesis completion. He
THESIS COMPLETION

163
worked with his chair and committee member to establish goals and expectations to meet his
goal. Frank commented, “In the beginning, I was like, ‘I'm gonna [sic] write this
masterpiece…and they're gonna [sic] invite me to all these conferences,’ and very quickly I
realized that’s just not the way it's gonna [sic] happen.” Outside of his academic endeavors,
Frank’s time was limited; work requirements were substantial and time for deep-dive thesis work
was non-existent. Working closely with his chair, Frank was able to finish his thesis well in
advance of graduation. He stated, “I was thinking about adding another chapter, and he [the
thesis chair] was like, "You can…but right now, you have a thesis; I would sign it off today."
Upon reflection, Frank wished he added the additional section to his thesis. However, he added,
“I kind of feel like I hit my target [on time completion], in the sense that I got the thesis done.”
Dean and Frank’s experiences and abilities to prioritize timeliness over a deeper,
substantive thesis highlight the effectiveness of performance orientations. However, each was
passionate about his desire to meet the singular benchmark of an on-time graduation.
Insufficient data exist within this study to make broader claims concerning performance
orientations centered on different metrics such as winning a WI award for thesis quality or
recognition at one’s place of employment for providing a solution to a problem of practice.
Nevertheless, the drive to complete the thesis on time provided sufficient help-seeking and self-
regulatory behaviors for Dean and Frank to meet their stated goals.
Goal orientation summary. The collective data suggest mastery-approach orientations
are the most conducive with thesis completion. Quantitative data, particularly when comparing
thesis completers and non-completers, suggest such orientations are assistive in driving effective
help-seeking and self-regulatory behaviors. Of the students interviewed, eight displayed mastery
orientations while four displayed performance orientations. However, in the thesis environment,
THESIS COMPLETION

164
approach and avoidance strategies are equally important. The combination of task complexity
and overall scope of a thesis challenges any student to progress through to completion without
seeking critical feedback. Thus, mastery-approach orientations seem particularly aligned to
absorb the rigor required to complete a thesis. The qualitative interviews highlighted the benefits
of such orientations while offering insights into the possibilities for other orientations and
strategies to succeed in the thesis environment. Performance orientations focused on a well-
defined goal, such as a deadline for submission, provide performance-oriented individuals with a
comparative standard to measure their progress.
Motivation Findings Summary
Motivation is the engine of student persistence; through high self-efficacy and the
appropriate goal orientation, students are more likely to complete the rigorous research and
writing requirements associated with thesis completion. Low self-efficacy presents a barrier to
thesis completion, influencing student help seeking and self-regulation behaviors while
producing downward spirals of productivity destructive to the thesis process. The quantitative
and qualitative data suggest self-efficacy presents a challenge for the majority of students,
specifically first-time graduate students and students reentering the academic environment after
longer periods of absence. For students failing to complete the thesis, changes in reported self-
efficacy were largely insignificant, suggesting limited effectiveness in the exchanges between
chairs, committee members, faculty, and other students concerning any boosts to overall self-
efficacy.
Quantitative and qualitative data suggest mastery-approach goal orientations best position
students for success in the thesis environment. While the basic mastery approach aligns with the
depth and effort required to thoroughly research and understand a given thesis topic to meet the
THESIS COMPLETION

165
standards of WI, the combination of an approach strategy assists students in resolving thesis
issues before productivity declines. Conversely, avoidance strategies proved problematic for
timely completion of thesis work as questions commonly languished unanswered and
productivity declined. Performance orientations, if properly focused, were effective in driving
students toward thesis completion.
Collectively, the interaction of self-efficacy and goal orientation on the knowledge
influencers is impactful on thesis completion. The triangulation of quantitative and qualitative
data suggest the effect of increases or decreases in self-efficacy extend well beyond a student’s
basic beliefs concerning any element associated with thesis completion while a student’s goal
orientation and approach or avoidance strategy, although less consequential in the completion of
coursework, is a significant driver of student motivation in the thesis environment.
Organizational Findings
The conceptual framework identified two organizational factors instrumental in thesis
completion: (a) the chair-committee-student interaction and feedback; and (b) student access to
university resources. The nature of the chair-committee-student is the foundation for thesis
completion. The quantitative survey utilized a 6-point Likert scale based upon the research by
De Kleijn et al. (2013), Kennedy et al. (2015), and Terrell et al. (2009, 2012) to better understand
this critical relationship with eights questions addressing this vital area; the qualitative interview
questions and focus pull from the same, formative literature.
Student access to university resources is critical for DL programs. The quantitative
survey and qualitative interviews follow the research of Boote and Beile (2005), Green and
Bowser (2002), Ivankova and Stick (2007), Kennedy et al. (2015), and Terrell et al. (2012). Six
questions concerning access to university resources shaped the quantitative survey. The
THESIS COMPLETION

166
qualitative interviews provided an opportunity to investigate the manner in which students
accessed and utilized university resources and the barriers they faced as DL students. Similar to
the knowledge and motivation findings, independent analyses of the organizational findings
precedes a deeper investigation of the collective impact of organizational influencers on
knowledge and motivation.
Chair-Committee-Student Interaction and Feedback
The thesis chair has significant influence on all aspects of a student’s progression
throughout the thesis writing process. The quantitative and qualitative findings demonstrate the
reach and ability of the chair to establish an environment conducive with help seeking, clarify
problematic issues to allow productive and independent work by the student, and to deliver an
endless source of motivation through constructive and self-efficacy boosting feedback. Beyond
highlighting the interaction on student knowledge and motivation, the quantitative results detail
the differing perspectives concerning chair-committee-student interaction and feedback between
thesis completers and non-completers. Three themes emerged from the qualitative interviews:
(a) students require more time and deeper discussions with their chairs early in the thesis
process; (b) communication methodologies often create ambiguity for thesis students in the DL
environment; and (c) the use of co-chairs creates a difficult dynamic for students to manage. The
quantitative and qualitative results follow sequentially.
Quantitative results. Thesis chairs, through acts of commission and omission, exert
significant influence on student help seeking, self-regulation, and self-efficacy. Additionally, the
manner in which they interact with students can strengthen and develop student approach
strategies or reinforce a student’s use of avoidance strategies inherent to a particular goal
orientation. The descriptive statistics, paired-samples, and independent-samples t-tests for
THESIS COMPLETION

167
significant subgroups appear in Table 23. For the total sample, the increase in mean between PI
and PII was not significant. However, when viewed through the lens of thesis completion, the
results are insightful. Whereas students completing the thesis (CT) reported increased overall
satisfaction with the timeliness and constructiveness of their chair-committee interaction and
feedback (CT PI M = 4.68, CT PII M = 5.07), students failing to complete the thesis (IT)
reported lower overall satisfaction (IT PI M = 4.36, IT PII M = 4.13). Additionally, the
difference between CT and IT in PI proved statistically significant.
Table 23
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Chair-Committee-Student
Interaction and Feedback
Comparison Phase N M SD t df p
TS
TS
I
II
50
50
4.57
4.73
1.20
1.05
-1.32 49 .193
IT
CT
II
II
18
32
4.13
5.07
1.07
.88
-3.38 48 .001
IT
IT
I
II
18
18
4.36
4.13
1.24
1.07
1.12 31 .276
CT
CT
I
II
32
32
4.68
5.07
1.24
.88
-2.83 31 .008
Note. Total sample (TS), completed thesis (CT), and incomplete thesis (IT). 95% CI utilized for
calculating p values.
The quantitative data, viewed independently, fails to describe the nature of the decline.
Whether students failed to get the feedback desired or failed to seek the feedback required is the
critical question. Layered within the dispersion of responses are the themes concerning help
seeking, self-regulation, self-efficacy, and goal orientation; all of which effect and act upon the
chair-committee-student relationship represented through the moderate to high correlations
displayed in Table 9. Thus, through the lens of the quantitative data, it is possible to discern
THESIS COMPLETION

168
greater meaning and a deeper understanding of chair-committee-student interaction and feedback
and the far-reaching influence of the thesis chair.
Qualitative findings. Discussions centered on chair-committee-student interaction and
feedback dominated the qualitative interviews; with moods expressed ranging from admiration to
frustration, no single topic generated as much reflective and passionate discourse. The themes
emerging from the qualitative interviews cover a wide-range of organizational and intrapersonal
issues and include: (a) students require more time and deeper discussions with their chairs early
in the thesis process; (b) communication methodologies often create ambiguity for thesis
students in the DL environment; and (c) the use of co-chairs creates a difficult dynamic for
students to manage.
Chair-student time constraints. Students require more time early in the thesis process
with their chairs for detailed thesis discussions. Eleven of 12 students (91.7%) discussed the
limited time afforded during the early thesis meetings with their chairs. For many students, the
discussions needed to focus on procedural elements of the thesis (e.g., general chapter contents
or the components of a literature review); for others, a deeper, collaborative debate over the
thesis topic and potential research questions was central to their progress.
Lily and Frank represent students in the latter group. Lily recalls struggling with the
direction of her thesis, “I believe there needs to be a longer meeting, some face time…next thing
I knew, three months went by, and I was still lost.” Lily expanded on her frustration regarding
the limited time available for discussions:
You rush in, throw an idea out…[my chair] can see this great direction for it [the thesis]
because he has done 100 of these. Fifteen minutes later, he is on to the next one. I
stupidly nodded up and down like I really understood…maybe I did when he said it.
THESIS COMPLETION

169
Lily’s experience was not atypical as students recounted meetings with their chairs
following a similar pattern. Frank recalled his first chair meeting, “We met in person, one time,
and that's when I pitched my proposal….All I got was, “I love it. Let's do it.” To a large degree,
Frank left the meeting with more questions than answers. He continued, “I figured there was
supposed to be something more…if I didn’t want to look like an idiot, I would have asked him to
start over.”
While Lily and Frank focused on topic refinement and thesis selection, Trevor’s concerns
centered on more rudimentary elements of the thesis, “I wish they had just separated [by
experience concerning thesis elements] us on day one because I needed more time.” With WI
representing his first graduate experience, Trevor felt that a universal and equal allocation of
chair-student time might not optimize in-residence time availability. He continued, “I would ask,
‘How many already have your Master's? Okay, I really don't need to talk to you.’….Then, they
could have focused on the rest of us that had no clue.”
The reflections share by Lily, Frank, and Trevor highlight one of the challenges
associated with the WI model of instruction as in-residence sessions leave little excess time for
addressing individual student needs in an environment free from time constraints. Expediting
solutions, especially early in the thesis process where research direction, if not the topic itself,
are commonly unresolved in the minds of students becomes a primary goal of the in-residence
session. Such meetings are outcome-centric; students relinquish the iterative process to the chair
and fail to understand intermediate decisions leading to the chosen course of action. The
construct of the program provides little time for guided exploration of possibilities.
Subsequently, students languish, unsure of next steps, embarrassed to revisit previously
answered questions from the perspective of their chair. Lacking clarity, students try to resolve
THESIS COMPLETION

170
thesis challenges with their chair remotely where email exchanges and feedback appended to
thesis drafts are often lost to ambiguity and misunderstanding.
Chair communication ambiguity. Asynchronous forms of feedback and interaction are
prone to ambiguity and misinterpretation (Hara, 2000). The DL environment at WI relies upon
asynchronous forms of feedback and student interaction outside of the scheduled in-residences
sessions; this includes discussions surrounding the thesis. As such, six of 12 students (50%)
discussed their frustration surrounding communication ambiguities. Specifically, students
offered insights into the difficulties associated with thesis completion in a setting where face-to-
face or verbal communication with their chair or committee member is the exception and not a
primary means for working through thesis challenges.
Helena traced the difficulties she experienced early in her thesis writing to the origins of
the relationship with her chair, “It just felt like a very cold opening we first communicated via
email. I still don't know who he is; he doesn’t really know who I am.” The key issue for Helena
was the interpretation of feedback; she found it difficult to discern the actionable portion of her
chair’s comments. She stated, “It took a while for me to be able to understand his comments on
my drafts…are they recommendations? Mandates? It’s still hard.” Helena lacked an
experiential rapport with her chair (he was not an instructor in a previous course), thus, her
ability to understand the full meaning of his comments proved difficult.
Miles conveyed a similar frustration centered on WI’s email reliance for chair-
committee-student interaction and feedback, “The medium is 100% the reason for the
miscommunication between us [he and his chair]. If it was a face-to-face, it [delivery and
interpretation of feedback] would be so much easier.” Communication between Miles and his
chair was almost solely through email. However, the complexity of feedback and the limited
THESIS COMPLETION

171
fidelity of email complicated his understanding. Miles noted, “I would get an e-mail from her
and I couldn’t come close to figuring out what she was trying to say…and for two days, we'd
play phone tag, back and forth.” Miles overcame the confusion and ambiguity embedded in the
email feedback by shifting to more telephone-driven communication. For Susan, the barrier to
communication prompted a change in thesis chairs.
Susan initial chair selection afforded her an opportunity to work with a subject matter
expert in her area of interest. However, it his preferred method of feedback and interaction
occurred through an online, collaborative tool (Slack). Susan stated, “I just didn’t want to use it
[Slack]…I know others liked it, not me. It seems like for every one question I had, it took five
back and forth exchanges to get the answer.” The communication challenges reach the point
where Susan switched her thesis chair, “I wish I could have stayed with him, he’s brilliant, but
we never connected on Slack…I ran off in one direction while he wanted me to go in another…I
couldn’t figure it out from a text.”
The collective experiences of Helena, Miles, and Susan highlight the challenges within
the thesis process when the primary tool for communication is electronic. The potential to
misinterpret feedback exists even in face-to-face discussion. However, for WI students, face-to-
face meetings are a rarity due to the curriculum structure. The inability to find the meaning in
feedback leads students to periods of inactivity. Equally challenging for students engaged in the
thesis process is conflicting feedback between chair and committee members, or, for many at
WI, between faculty members serving as co-chairs.
Thesis co-chair dilemma. Thesis guidelines requiring a federally employed faculty
member of FGU to serve as the chair or co-chair of student theses within WI create
communication and structural challenges for students. The approach to the co-chair approach
THESIS COMPLETION

172
varies between faculty members. While some co-chair duos adopt an unofficial hierarchical
arrangement to simplify thesis direction and prioritization of feedback, other co-chairs proceed
with neither assuming a supporting role. The latter scenario places students in a position of
arbitrator, often poorly positioned between competing recommendations.
Dean’s challenges began during the proposal stage, “For the proposal, it was kind of too
many chefs. I was getting conflicting direction.” The lack of a singular decision maker within
his co-chair arrangement proved especially challenging as Dean wrote the literature review. He
commented, “The differences were significant…I figured out pretty quickly that it [co-chairs in
the purest sense] wasn't working.” Dean eventually requested that one co-chair adopt a
secondary reader role to allow a singular thesis vision to emerge. The center of Dean’s
frustration was the conflicting feedback and direction, particularly with his literature review.
However, for other students, the conflicts included differences in the timeliness of feedback.
The co-chair challenges for Miles included not just issues surrounding thesis direction,
but also each co-chairs approach to providing timely feedback and general expectations. Miles
discussed the disparity in approaches, “One gave me a set of rules…it says, “I will do this…you
will do this. This is how you'll contact me. This is how we're gonna [sic] work.” For Miles, the
clear guidance simplified his thinking and grounded his expectations. Conversely, his other co-
chair lacked the aforementioned structure. Miles continued as he to discussed issues surrounding
timeliness, stating, “I had responses from one [structured co-chair], ‘I love where you're going
with this’….After weeks went by, the other would provide feedback with major revisions.”
James addressed a similar theme concerning the co-chair dilemma. However, in his case,
the difficulties originated as he attempted to broker a consensus opinion between his co-chairs.
During one such instance, his thesis writing stagnated, “I got stuck. One chair said, ‘you’re right
THESIS COMPLETION

173
on the mark.’ The other said, ‘No, you gotta [sic] fix this.’” James utilized an analogy to
describe the relationship, “I was the kid and mom and dad were fighting…but that’s the problem,
you need both.” Later, in PII, he reflected, “It wasn’t all on them, I couldn't articulate or
translate effectively between two chairs….It wasn't excruciating, but it was just something that
really slowed the process.”
The experiences of Dean, Miles, and James capture the suboptimum outcomes emanating
from FGU regulations and poor execution. Conflicting expectations, feedback, and styles of
thesis process management transfer the burden of coordination and conflict resolution to the
student. Although every thesis committee includes a minimum of two people, only those with
the co-chair structure generated significant comments concerning a competition for thesis
direction among committee members.
Chair-committee-student interaction and feedback summary. The totality of the
findings concerning chair-committee-student interaction and feedback mirrors previous studies
(Kennedy et al., 2015; Lindsay, 2015; Terrell et al., 2012) regarding the importance of the chair
in thesis completion and student persistence. Through the quantitative analysis, including the
correlations in Table 9, it is clear that chairs possess significant influence on student help
seeking, self-regulation, and self-efficacy. The statistically significant differences in means
reported between thesis completers and non-completers, specifically the decline in reported
effectiveness and satisfaction with chair and committee interaction and feedback for non-
completers, add validity to the importance of the relationship. From the qualitative interviews,
challenges concerning chair availability and time constraints early in the thesis process and
communication ambiguity are consistent themes within the DL environment. However, FGU’s
organizational constraints producing co-chair pairings, often confounded student research and
THESIS COMPLETION

174
writing as the chairs failed to present a unified thesis direction and feedback structure. The
examination of the chair-committee-student interaction provides a primer for examining and
understanding student perceptions concerning access to university resources in the DL
environment.
Student Access to University Resources
Access to university resources is essential for student success in thesis production. The
focus of quantitative and qualitative assessments was the resources encompassing thesis
production. Specifically, the data collection efforts addressed access to library and research
services (Boote & Beile, 2005; Green & Bowser, 2002; Liechty et al., 2009); graduate writing
centers (Green & Bowser, 2002; Ivankova & Stick, 2007; Simpson, 2012; Sundstrom, 2014) and
chair and committee members (Lindsay, 2015; Shepherd & Nelson, 2012). As the inclusion of
chair and committee member access and communication methodologies shifted to the previous
section for continuity of discussion, the focus in this section is constrained to library and writing
center resources.
The quantitative survey addressed the ease of access and satisfaction with university
resources through a 6-point Likert scale, although have not used this resource was an additional
option to capture the percentage of users. The qualitative interviews sought to capture the
challenges and barriers to resource access, particularly differences between the two cohorts, to
discern if any inequities exist based on geographic location. Two themes emerged from the
qualitative data: (a) utilization of writing center resources is less for east coast cohorts resulting
from their limited time at FGU and an inability to forge working relationships with writing
center staffs; and (b) students underutilize library resources and assistance due to a lack of
familiarity with library resources.
THESIS COMPLETION

175
Quantitative results. Students develop an improved ability and desire to access
university resources through the course of the thesis process. However, student perceptions
concerning the ease of access and overall satisfaction with resources, particularly the writing
center, are cohort dependent. The quantitative data driving the analysis included a general
question to discern resource utilization for each phase as well as 6-point Likert scale questions
covering ease of access and satisfaction with library services (FGU and WI) and the writing
center. As access to library resources produced a nominal response between cohorts and masked
the significant difference concerning writing center access and satisfaction, removal from the
overall access to university resources factor provided an opportunity to examine the differences
from this singular perspective.
Table 24 provides the descriptive statistics and paired-samples and independent-samples
t-test regarding student access to university resources. Although all resources are available
through online portals, PI results indicated general dissatisfaction with the ease of access and
quality of assistance provided (TS M = 2.85). The sources of the challenges are unclear; students
potentially failed to remember processes for accessing the writing center or library or the
assistance failed to meet expectations. When viewed through the lens of individual cohorts, the
only significant subgroup distinction within the data, the bifurcation along geographic lines is
distinct. Specifically, east coast cohorts (CE) reported statistically significant different
perceptions (less favorable) concerning ease of access and satisfaction with university resources
than west coast cohorts (CW) reported in PI (CE M = 1.98, CW M = 3.79). Additionally, CE PII
results failed to indicate a generally favorable perception of university resources (CE PII M =
2.96).

THESIS COMPLETION

176
Table 24
Descriptive Statistics, Sample, and Subgroup Means Comparisons – Access to University
Resources
Comparison Phase n M SD t df p
TS
TS
I
II
50
50
2.85
3.52
2.47
2.34
-1.99 49 .051
CW
CE
I
I
24
26
3.79
1.98
2.15
2.47
-2.76 48 .008
CE
CE
I
II
26
26
1.98
2.96
2.47
2.56
1.94 25 .063
Note. Total sample (S), cohort west (CW), and cohort east (CE). 95% CI utilized for calculating
p values.
Figure 9 details reported utilization of university resources separated by cohort and phase
for the primary sources of thesis assistance external to the chair or committee members. Online
access to the library resources and utilization of the library resources, as discussed, is ostensibly
equal between cohorts (although favoring east coast cohorts) with similar trends in usage
between phases. Thus, logic dictates basic internet access procedures and knowledge is not an
applicable argument for the significant differences between cohorts regarding writing center
access.
The factors influencing east coast utilization and satisfaction of the writing center did not
appear within the quantitative date. However, examination of the FGU website highlights two
key elements. First, the writing center primarily functions as a walk-in or appointment driven
service, designed for face-to-face instruction and collaboration. Online scheduling and flexible
hours of service (0900-1900 weekdays, 0900-1300 Saturdays, and 1200-1600 Sundays) offer in-
residence students a variety of options outside of normal WI class sessions. Second, and
problematic for east coast cohorts, only teleconference instruction is available for DL students;
THESIS COMPLETION

177
there is no utilization of online collaborative services (e.g., Adobe Connect or Collaborate).
Students assigned to east coast cohorts attend one in-residence session at FGU (end of the third,
start of the fourth quarter of instruction) prior to graduation negating any face-to-face
instructional opportunities during the height of thesis writing.

Figure 9. Utilization of FGU Resources by Cohort and Phase. Cohort east (CE), and cohort
west (CW).
Collectively, the quantitative data serves to highlight two critical aspects relating to
access and satisfaction. First, resources primarily accessed through online portals, specifically
the library and library assistance, are available and utilized regardless of cohort. Data suggest
the cohort’s geographic location does not influence use (means for ease of access and satisfaction
vary by less than .06 for each cohort and phase). Second, resources with access facilitated by an
on-campus presence, such as an opportunity for face-to-face meetings with writing center
instructors, present a greater access and utilization challenge for east coast cohorts. Subgroup
descriptive statistics support this assertion as PI and PII results for the east coast cohort produced
means indicating an overall negative opinion of the services provided. Through the qualitative
0
5
10
15
20
25
30
FGU Writing Center FGU Library WI Library WI "Ask a Librarian"
CE PI CE PII CW PI CW PII
THESIS COMPLETION

178
interviews, a greater understanding of the effects of access and challenges faced by students
when in a strictly DL environment emerged.
Qualitative findings. Access for DL students to university resources is essential for
thesis completion. Although student requirements for access vary from unassisted search and
retrieval of research documents to hands-on writing guidance, an ability to achieve the same
quality of support for students attending WI must exist for those students attending courses at the
east coast campus or working remotely in between in-residence sessions. The qualitative
interviews, largely providing positive and affirming comments on the accessibility and quality of
services, highlighted one significant area creating challenges for students. Specifically, access to
the writing center and associated feedback is more difficulty for the east coast cohort due to the
greater geographic separation of students and services.
East coast cohorts seek writing center assistance less frequently and perceive it to be less
effective as face-to-face discussions are unavailable. East coast cohorts conduct a singular in-
residence session at WI, during the end of the third and start of the fourth quarter. Unlike the
west coast cohorts who access the writing center on a walk-in basis, east coast cohorts rely
almost exclusively on email for submissions and feedback. For many students, the anonymity of
the writing center prevented its extensive utilization. Trevor thought about requesting assistance
during his in-residence session at WI, “A few of the other cohort members had used them. I
guess some people over there are better than others…with my luck, I would’ve got the bad one,
so I didn’t go.” Trevor expanded on his concerns, “I guess I want to work with someone who I
know, knows me…I don’t need another person to simply turn a draft red [recommending
multiple edits].” Lily, another east coast cohort member, conveyed a similar starting experience,
but with a different resolution, “I submitted a draft to the writing center…to be honest, I thought
THESIS COMPLETION

179
the feedback was worthless.” Lily submitted the draft prior to attending the in-residence session
at WI. However, she made the time during her time on campus to meet with the technical writer
within the writing center. Lily’s opinion changed, “I met with her during the IR [in-residence]
and we talked through her feedback. It was awesome. I needed to just walk through it with
someone in person.” Lily eventually scheduled an independent trip to WI in between in-
residence sessions to work closely with the technical writer. She commented, “I could say ‘I
wish I did this earlier,’ but until we met…she got to understand my voice and I figured out hers,
I don’t think it would’ve worked.”
The experiences shared by Trevor and Lily highlight the reluctance, challenges in
execution, and an alternative for mitigation concerning east coast cohorts working with the
writing center. However, it is an oversimplification to assume the inability to meet face-to-face
is the sole factor driving writing center usage. Student help-seeking aptitude, self-regulation,
goal orientation, and a variety of other factors within this study serve to influence a student’s
desire to seek assistance. Nevertheless, the triangulation of quantitative and qualitative results
suggests a barrier to accessing the writing center exists for east coast cohorts.
Access to university resources summary. Collectively, the services provided by FGU
and utilized by WI students are accessible and afford students the requisite support for thesis
completion. Library resources proved equally accessible and supportive for students regardless
of cohort location. The quantitative differences noted between cohort subgroups point to the
challenges associated with the development of working relationships within the writing center
for students who infrequently visit the FGU campus. Even though the resources are fully
accessible online, the nature of feedback and the challenges facing many students, which go
beyond basic grammar or citations, require a more in-depth conversation with the selected
THESIS COMPLETION

180
writing coach to ensure proper alignment with the desired thesis direction established by the
chair and committee members.
Organizational Findings Summary
The organizational findings primarily coalesce around the thesis chair. The levels of
interaction, the quality and clarity of feedback, and general presence within the context of
student thesis production influence multiple elements of student knowledge and motivation.
Quantitatively, the responses between students completing the thesis and those who did not
suggest differing perspectives exist concerning chair communication, assistance, and direction.
Qualitatively, student struggles with chair time constraints during in-residence sessions
(particularly early in the thesis process), ambiguity in feedback primarily due to medium, and co-
chair conflicting direction served as the emergent themes in over 30 hours of interviews.
Student access to university resources proved to be more of a challenge for the east coast
cohort. With only one in-residence session prior to graduation, students in the east coast cohort
had a greater difficulty accessing university resources and achieving the desired outcomes,
specifically with the writing center. Although they reported a greater ease of access and
satisfaction within the PII study, the PI results were statistically significant from the west coast
cohort, which attends all in-residence sessions at WI.
Findings Summary
The findings stemming from this multi-phase, explanatory sequential mixed-methods
study centered on determining the knowledge, motivation, and organizational influences to
discern gaps effecting WI’s organizational goal of obtaining 100% thesis completion within one-
year of curriculum completion. The data collected from two cohorts of WI students within their
final two quarters of instruction captured and described in rich detail the KMO influencers
THESIS COMPLETION

181
affecting thesis completion. The Clark and Estes (2008) gap analytical framework served as the
conceptual framework for the study examining student knowledge associated with graduate
writing, help-seeking, and self-regulation; student motivation associated with self-efficacy and
goal orientation, and organizational influences associated with chair-committee-student
interaction and feedback as well as student access to university resources.
Student knowledge gaps surrounding graduate writing begin with the challenges
associated with topic selection and continue through to fundamental writing skills, the synthesis
of literature, and formatting and citations. Analysis of the quantitative data and through the
Literature Review Scoring Rubric modified from Boote and Beile (2005) point to the struggles
students face with synthesizing literature. Flesch-Kincaid Readability statistics detailed the
difficulties students have recognizing and correcting passive writing.
Help-seeking awareness and willingness to seek assistance was strongest among previous
graduate students, signaling a potential familiarity with the role of faculty and comfort within the
structure of a challenging graduate program. Using a student’s final thesis status as a measure
for comparison, students completing the thesis were statistically more likely to seek assistance
from their thesis chair than those who did not complete. Within the qualitative interviews,
procedural knowledge concerning the thesis process confounded help-seeking awareness with
many students unable to formulate effective questions. Additionally, the presence of the
imposter phenomena and low self-efficacy served as a significant barrier to help seeking.
Self-regulation skills witnessed a statistically significant increase in all aspects between
PI and PII. Mean comparisons between thesis completers and non-completers demonstrated the
importance of self-regulation skills such as goal setting, organization, control of one’s
environment, an ability to establish a schedule, and segmenting of thesis work. Qualitatively, the
THESIS COMPLETION

182
difficulty of establishing realistic goals and schedules for an unfamiliar task and the challenges
associated with balancing academic, work, and life requirements grounded the discussion. As
expected, the successful students concerning thesis completion were those who properly
balanced the requirements with regimented schedules.
Student self-efficacy is a factor well before the academic curriculum begins. The WI
students suffer, to a large degree, in silence; each assuming the talents and skills of the others far
exceed their own. Quantitative, the data showed statistically significant growth in the various
elements of self-efficacy measured. Key subgroup comparisons, thesis completers and non-
completers as well as those students with a graduate degree and those with only and
undergraduate degree, highlighted the higher self-efficacy with thesis completers and those with
graduate degrees. From a thesis completion perspective, students with higher self-efficacy are
more capable of independent thesis work; they report higher levels of thesis organization,
schedule adherence, and an ability to segment thesis elements. The qualitative interviews
uncovered the challenges students face with downward self-efficacy spirals, affecting not only
their beliefs about their own abilities, but also their willingness to seek assistance and perform
the basic self-regulatory skills required to complete the thesis.
Student goal orientations and their utilization of approach or avoidance strategies are
critical sources of motivation for thesis completion. The quantitative data suggests mastery-
approach orientations best align with the skills required to complete a thesis. Such orientations
are more likely to display effective help-seeking and self-regulatory behaviors. Although the
quantitative data favored mastery-approach orientations as being a more effective catalyst for
thesis completion, the qualitative data exposed effective, alternative orientations. Two students,
THESIS COMPLETION

183
each displaying performance orientations with a singular metric, on-time thesis completion, both
achieved their goal.
The nature of chair-committee-student interaction and feedback is the foundation for
thesis completion. Although the data was largely inconclusive concerning the role of the
committee member, data concerning the role of the chair produced significant results. The
results suggest the frequency of communication effects students less effected than the timing
(relative to need) and quality (relative to the level of constructiveness). Subgroup comparisons
highlighted the higher satisfaction of students completing a thesis than students failing to
complete a thesis with their chair interaction and feedback than non-completers and first-time
graduate students. Qualitatively, students addressed the need for greater chair interaction earlier
in the program to settle issues surrounding thesis topic and direction. Additionally, they
addressed issues concerning the ambiguity of feedback in an academic environment reliant upon
email as the primary communication tool. Emerging from the interviews were the difficulties
associated with the required use of co-chairs; students moved into the role of the mediator,
balancing competing sources of feedback and recommended thesis direction.
Issues surrounding student access to university resources centered on the different
experiences of the east and west coast cohorts. While the west coast cohort attends all in-
residence sessions at WI, the east coast cohort shifts to WI for a singular session prior to
graduation. Quantitative results indicated the east coast cohort experienced more difficulty
accessing the FGU writing center and were less satisfied with the services provided. As is the
case with the chair-student relationship, making sense of feedback and fully understanding the
context of edits and recommendations is difficulty in a pure electronic format. Triangulation of
THESIS COMPLETION

184
the quantitative data through the qualitative interviews highlighted the overall satisfaction with
the university resources and accessibility.
A summative approach to the data and findings produced four keys to understanding the
interaction and interplay of KMO influences addressing the research question: what are the
knowledge, motivation, and organizational influences related to achieving the organizational
goal?
First, the thesis chair exerts significant influence over student motivation, which in turn
effects help-seeking and self-regulatory behaviors essential for thesis completion. However,
student goal orientation and approach and avoidance strategies exacerbate the positive and
negative aspects of the chair-committee-student relationship. The key to success for students is
the proper application and chair manipulation of student knowledge and motivation levers that
sustain student engagement in thesis writing.
Second, addressing student knowledge gaps require more directed interventions and time
with thesis chairs early in the thesis process. Simply stated, students often do not know what
they do not know regarding the factual, conceptual, procedural, and metacognitive knowledge
elements associated with thesis process. Short meetings with chairs, who are able to visualize
and contextualize a student’s thesis quickly and with limited interaction, often fail to deliver
commensurate clarity for the student, leaving the student unprepared for independent thesis
research and writing. Moreover, the lack of help-seeking awareness confounds the knowledge
gap producing periods of stagnation and student frustration.
Third, most students start with a mastery-approach orientation towards the thesis; the
challenge for the chair, committee members, and organization is sustaining it through to thesis
completion. Starting with topic selection and proceeding through fundamental writing skills,
THESIS COMPLETION

185
formatting, citations, references, and library research, student motivation and approaches to help-
seeking evolve throughout the thesis process. The quantitative data suggests maintaining student
engagement requires more than regular contact with the chair. Rather, sustaining thesis
production requires student satisfaction with the timeliness and constructive nature of feedback.
Finally, the KMO influencers interact dynamically throughout the thesis writing process.
Persistence through to completion requires the conscientious exploitation of all available
resources at the disposal of the chair, committee member, student, and organizational support
resources. Understanding the critical dynamic between the discussed KMO influences and their
combined role on the thesis process is essential to achieving the goal of 100% thesis completion
within one year of curriculum completion.
THESIS COMPLETION

186
Chapter Five: Recommendations
This evaluation study analyzed student knowledge, motivation, and organizational
influences affecting thesis completion at WI. Chapters One, Two, and Three outlined the
problem of practice, extensive literature utilizing studies addressing both thesis and dissertation
completion, and detailed the multiphase, explanatory mixed-methods approach to data collection
respectively. Data presented in Chapter Four, collected over a three-month period for two WI
cohorts, included quantitative surveys (N = 50) and semi-structured qualitative interviews (N =
12) during each phase as well as objective and subjective (N = 10) document analysis. Of note,
the same 50 students participating in PI of the survey participated in PII; similarly, the same 12
students participating in PI of the interviews participated in PII. Thus, the longitudinal aspect of
this study presents perceptions and reflections from a consistent sample of students.
Seven KMO influencers identified through the literature review and validated through the
data analysis provide the basis for the recommendations. Knowledge elements focus on graduate
writing, help seeking, and self-regulation; motivation elements surround self-efficacy and goal
orientations; and organizational elements address the chair-committee-student relationship and
access to university resources. For some KMO influencers, identified gaps presented across the
broad spectrum of WI students; for others, the gaps concentrated within a particular subgroup.
Chapter Five provides tailored recommendations addressing the identified gaps affecting
thesis completion at WI. In most instances, solutions presented are transferrable to other
academic institutions as they are student-centric and not unique to WI or FGU. The New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) provides the framework for the
recommendations in this chapter. As the recommendations present a series of actions rather than
THESIS COMPLETION

187
one, overarching solution, implementation options are extensive and offer a variety of
possibilities to address thesis completion.
Recommendations for Practice to Address KMO Influences
Recommendations addressing thesis completion, specifically, through the lens of the
identified gaps, segment categorically between knowledge, motivation, and organizational
influences. Tables outline the presentation of influencer, typology, principles from the literature
supporting the proposed solution, and a brief description of the recommended action. For each
recommendation, amplifying details outline the expected results (indicators and outcomes) as
well as the behaviors, learning, and reactions. Sequentially, the presentation of knowledge,
motivation, and organization recommendations follows the same pattern utilized in previous
chapters.
The approach coincides with the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016), starting with the desired outcomes first and working backwards toward the initial
intervention. As the Clark and Estes (2008) gap analytical framework provided the foundation
for this study and invoked the seminal research by Kirkpatrick (1998) as the model for
implementing change, utilization of the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) provides a seamless and updated continuation of the original framework.
Thus, by designing interventions addressing identified gaps built upon a standardized
framework, change initiatives, even implemented separately or sequentially, deliver a
programmatic approach to affecting change.
Knowledge Recommendations
Introduction. Data collection for this project included two distinct phases for each
cohort in this study. PI of the study occurred from September to October 2017 while PII took
THESIS COMPLETION

188
place during a single week in December 2017 (graduation week for the two cohorts participating
in the study). Quantitative surveys and qualitative interviews formed the basis of each phase of
data collection with document analysis (completed or drafts of theses) included in Phase II.
Identification of knowledge typologies follows the recommendations of Krathwohl (2002),
Mayer (2011), and Rueda (2011) who suggest four basic types of knowledge exist, with minor
variations on the naming conventions: (a) declarative; (b) conceptual; (c) procedural; and (d)
metacognitive. Table 25 highlights the recommendations for mitigating the knowledge
deficiencies, based upon accepted principles from the literature and aligned with proper
performance solutions suggested by Clark and Estes (2008).
Table 25
Summary of Knowledge Influences and Recommendations
Knowledge Influence
Knowledge
Type
Principle and Citation Context-Specific Recommendation
Students need to
understand the impact
of poor help-seeking
behaviors concerning
thesis completion
Declarative Give information or job
aids when experience or
bare procedures will
manage familiar or
routine tasks (Clark &
Estes, 2008).
Facilitating transfer
promotes learning
(Mayer, 2011).
Provide an interactive, multimedia
training module during the first in-
residence session covering the
results of this dissertation and the
positive correlations between
active help-seeking behaviors and
thesis completion
Students need to
know the sources of
assistance available
and pathways for
access
Declarative Give information or job
aids when experience or
bare procedures will
manage familiar or
routine tasks (Clark &
Estes, 2008).

Facilitating transfer
promotes learning
(Mayer, 2011)
Provide an interactive, multimedia
training module during the first in-
residence session covering the
sources for assistance and the
methods available for outreach;
include a walking tour of university
resources (e.g., library, writing
center, etc.)

THESIS COMPLETION

189
Table 25, continued
Knowledge
Influence
Knowledge
Type
Principle and Citation
Context-Specific Recommendation
Students need to
know how to
write at the
graduate level
Procedural Use training when employees
need demonstration, guided
practice, and feedback to
perfect a new procedure
(Clark & Estes, 2008)
Modeling to-be-learned
strategies or behaviors
improves self-efficacy,
learning, and performance
(Denler, Wolters, & Benzon,
2006)
Feedback that is private,
specific, and timely enhances
performance (Shute, 2008)

Provide an interactive, multimedia
training module covering elements
of graduate writing (e.g., passive
voice, paragraph structure, etc.) for
students to complete prior to
commencing the program and
provide feedback on student
performance
Students need to
know how to
select and frame
a thesis topic
Procedural Use training when employees
need demonstration, guided
practice, and feedback to
perfect a new procedure
(Clark & Estes, 2008)
Modeling to-be-learned
strategies or behaviors
improves self-efficacy,
learning, and performance
(Denler, Wolters, & Benzon,
2006)
Feedback that is private,
specific, and timely enhances
performance (Shute, 2008)
Conduct interactive video training
sessions with students prior to the
first in-residence session to discuss
elements comprising a valid thesis
topic, provide walk-through
examples of thesis topic
formulation and selection, and
provide feedback on student
performance

THESIS COMPLETION

190
Table 25, continued
Knowledge
Influence
Knowledge
Type
Principle and Citation
Context-Specific Recommendation
Students need to
know how to
synthesize
literature required
to complete a
thesis
Procedural Use training when
employees need
demonstration, guided
practice, and feedback to
perfect a new procedure
(Clark & Estes, 2008)
Modeling to-be-learned
strategies or behaviors
improves self-efficacy,
learning, and performance
(Denler et al., 2006)
Feedback that is private,
specific, and timely
enhances performance
(Shute, 2008)
Provide a multi-media learning
module covering literature
synthesis and the thesis literature
review for students to complete
prior to commencing the program
and provide feedback on student
performance
Students need to
know when to
seek help with
thesis
requirements
Metacognitive Self-regulatory strategies,
including goal setting,
enhance learning and
performance (APA, 2015;
Dembo & Eaton, 2000;
Denler et al., 2006)

To develop mastery,
individuals must acquire
component skills, practice
integrating them, and
know when to apply what
they have learned (Schraw
& McCrudden, 2006)
Provide an interactive, multimedia
training module during the first in-
residence session covering student
beliefs concerning their reticence
to seek assistance with instruction
on student strategies to improve
help-seeking and afford
opportunities for students to
validate their application of
selected strategies

THESIS COMPLETION

191
Table 25, continued
Knowledge
Influence
Knowledge
Type
Principle and Citation
Context-Specific Recommendation
Students need to
have self-regulatory
and time
management skills
to navigate the often
unscripted structure
of thesis research
Metacognitive Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015; Dembo & Eaton,
2000; Denler et al.,
2006).
To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(Schraw & McCrudden,
2006).
Provide an interactive, multimedia
learning module covering effective
self-regulatory behaviors with
instruction on successful student
strategies to improve self-
regulation and afford opportunities
for students to validate their
application of selected strategies
Students need to
understand the time
commitment
required to complete
a thesis
Metacognitive Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015; Dembo & Eaton,
2000; Denler et al.,
2006)
To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(Schraw & McCrudden,
2006)
Provide an interactive, multimedia
learning module covering the time
requirements associated with thesis
production
Provide instruction on expected
weekly thesis research and writing
requirements and suggest
benchmarks to meet within the first
quarter of instruction to assist in
the development of self-regulatory
skills

THESIS COMPLETION

192
Table 25, continued
Knowledge
Influence
Knowledge
Type
Principle and Citation
Context-Specific Recommendation
Students need to
create the proper
environment for
conducting thesis
work
Metacognitive Self-regulatory
strategies, including goal
setting, enhance learning
and performance (APA,
2015; Dembo & Eaton,
2000; Denler et al.,
2006)

To develop mastery,
individuals must acquire
component skills,
practice integrating
them, and know when to
apply what they have
learned (Schraw &
McCrudden, 2006)
Provide an interactive, multimedia
learning module covering the
benefits of establishing the proper
environment for thesis research and
writing
Provide instruction on the
availability of external monitors
during in-residence session, the use
of reference managing software to
increase organizational skills, and
demonstrate the various
information technology tools
available to students to promote
student-driven decisions on
crafting their thesis writing
environment
Students need to
develop a schedule
for thesis writing
that balances life-
work commitments
Metacognitive Self-regulatory
strategies, including goal
setting, enhance learning
and performance (APA,
2015; Dembo & Eaton,
2000; Denler et al.,
2006)
To develop mastery,
individuals must acquire
component skills,
practice integrating
them, and know when to
apply what they have
learned (Schraw &
McCrudden, 2006)
Provide an interactive, multimedia
learning module covering the
inherent challenges of balancing
life-work requirements with thesis
production

Provide instruction on successful
student strategies leading to on-
time thesis completion while
balancing standard work-life
requirements

Declarative knowledge. Students need to understand the impact of poor help-seeking
behaviors concerning thesis completion. Subsequently then, the understanding of the potential
consequences students facilitates student operationalization of declarative knowledge concerning
the sources of assistance and pathways for access. Clark and Estes (2008) recommend providing
information or basic job aids when the nature of the task is familiar or routine and the
THESIS COMPLETION

193
individual’s experience affords a simple transfer of knowledge. Moreover, facilitating the
transfer of knowledge, whether centered on understanding or retention recall typologies,
promotes improved learning (Mayer, 2011). Therefore, the construction and delivery of training
modules and task aids provides a method for transferring generalized and WI specific help-
seeking lessons learned and the available sources and pathways for their access.
Research by LaVallie and Melrose (2005) and Roll, Aleven, McLaren, and Koedinger
(2011) suggest help-seeking habits and behaviors develop through rubrics, outlines, or
interactive modules. Utilization of instruments for adult learners, who are often reticent to seek
assistance, offers an ability to propose an appropriate or expected contextual reference and
structure for potential questions; thus, normalizing the typologies of help-seeking behavior while
providing distinct pathways for remediation. Furthermore, the application of such tools and
instruments nurtures not just topic specific help-seeking behaviors, but is transferable to other
tasks, improving the likelihood of honing the skill through repetition (Roll et al., 2011).
Lagstedt and Kauppinen (2011) examined the potential benefit of an intensive thesis-
writing workshop (five days) to spur the completion of stagnated theses. Written goals and
outlines provided daily expectations while serving as a roadmap for independent work and
guided help seeking. By the fourth day, students engaged in collaborative help seeking to find
specific and proxy solutions to address knowledge gaps (Lagstedt & Kauppinen, 2011).
Similarly, Roll et al. (2011) studied the effect of a help-seeking tutor applied to a commercial
geometry tutoring system. The research design included 58 students divided into an
experimental group utilizing a system with enhanced help-seeking features and a control group
working a system lacking such features. The results demonstrated an improvement in help-
seeking behavior and correlated with students’ ability to identify and recreate the desired help-
THESIS COMPLETION

194
seeking behavior (Roll et al., 2011). Collectively, the two studies highlight the potential for
effective help-seeking instruction through simplified task aids and instruction.
The recommendations for declarative knowledge elements in Table 25 center on
providing interactive, multimedia learning modules covering elements associated with help-
seeking. Specifically, the recommended learning modules focus on increasing awareness of the
necessity for effective help-seeking awareness in the thesis environment (i.e., the thesis is
different from a traditional course requirement) as well as the available resources and pathways
for access. Using such modules, students maintain access to the information in the DL
environment for later review or prior to returning for an in-residence session.
Procedural knowledge. Students need to know how to write at the graduate level.
Graduate writing encompasses more than sentence structure and grammar, it includes the
procedural knowledge associated with topic selection, the synthesis of literature, and the
university specific guidelines on formatting and citations. Clark and Estes (2008) posit efficient
and effective development of new skills requires training; such training should include holistic
demonstrations, practice opportunities with oversight, and critical feedback. Addressing the
issue of instructive demonstrations, Denler et al. (2006) submit the potential benefits of modeling
behaviors extends beyond basic task completion, influencing self-efficacy, the quality of
learning, and ultimately, the outcome of the task performed. Finally, training precipitates an
opportunity for assessments and feedback. Shute (2008) asserts outcomes and performance
improve with private, focused, and time-relevant feedback. Collectively, the research provides
support for the development of interactive training modules covering the critical elements of
graduate writing essential to the thesis process including topic selection, general writing,
synthesis of literature, and formatting and citations in line with university guidelines. The
THESIS COMPLETION

195
training, with embedded practical opportunities and feedback, aligns with researched best
practices for improving the totality of graduate writing.
Lavelle and Bushrow (2007) and Ondrusek (2012) contend training students on the
elements of graduate writing is essential; curricula design should not only incorporate such
training, but also should actively pursue opportunities to measure students on writing
performance and provide corrective feedback. The pursuit and necessity of such training belies
the fact that students often are poorly equipped to meet graduate writing demands. Boote and
Beile (2005), and Green and Bowser (2002) extend the discussion to include basic research and
bibliography skills noting the absence complicates topic selection; students struggle to discern
areas of missing or overlapping research as well as basic citation protocols. However, through
training and the development of close working and instructional relationships with library staffs,
correcting identified deficiencies early produces greater student independence during the
research and writing phases.
Lavelle and Bushrow (2007) studied graduate writing beliefs and student writing
strategies through a quantitative instrument and document analysis, ultimately identifying seven
classification factors. Through the instrument and results, identification of inherent barriers to
effective graduate writing presents an opportunity for remedial training and mitigation. Boote
and Beile (2005) development of a Literature Review Scoring Rubric provides a qualitative tool
for assessing all elements of graduate writing and means for delivering systematic and pointed
feedback. Although their study examined only 30 dissertations, the results support delivery of
focused training surrounding the various elements of graduate writing (Boote & Beile, 2005).
The research establishes the foundation for examining the thesis intensive workshop extolled by
Lagstedt and Kauppinen (2011). Targeting students disengaged from the thesis process and
THESIS COMPLETION

196
inviting them to participate in the five-day, thesis writing workshop, the focused graduate writing
instruction designed by Lagstedt and Kauppinen (2011) resulted in nine of 31 attendees
completing the thesis requirement. Thus, through focused training, the research suggests the
identification and correction of deficiencies across the spectrum of graduate writing is
fundamentally achievable within the constraints of a graduate education program.
The recommendations for procedural knowledge elements in Table 25 center on
providing interactive, multimedia learning modules covering elements associated with graduate
writing to include general writing (grammar, sentence and paragraph structure, and passive
writing), the synthesis of literature, and thesis topic selection. A combination of self-paced
learning modules focusing on the identified elements of graduate writing as well as faculty
driven modules addressing topic selection utilizing interactive technologies prior to commencing
instruction provide an opportunity to establish a foundational baseline of student knowledge in
this area.
Metacognitive knowledge. Students need to know when to seek help with thesis
requirements. Effective help seeking allows students to develop the self-regulatory and time
management skills to navigate the unscripted nature of thesis research. Additionally, such skills
allow for the proper control of the thesis writing environment and maintenance of a sustainable
academic-work-life balance. Research suggests effective help-seeking and self-regulatory
strategies improve student learning and outcomes (APA, 2015; Dembo & Eaton, 2000; Denler et
al., 2006). However, metacognitive skills require the recognition of need and application of a
mitigating strategy to produce results; only through the acquisition and practice of these skills do
help seeking and self-regulation ingrain as a consistent student behavior (Schraw & McCrudden,
2006). Thus, developing lecture modules on effective help-seeking and self-regulatory practices
THESIS COMPLETION

197
and delivering the training early in the curriculum (first in-residence session), student rehearsal,
and adoption of effective strategies establish a critical metacognitive foundation essential for
thesis completion.
Instruction and training to promote general metacognitive awareness and fostering the
environments to practice metacognitive awareness are essential and effective for improving help-
seeking and self-regulatory behaviors (Gall, 1985; Hartman & Sternberg, 1992; Schraw, 1998).
A key element is the development of metacognitive skills is an ability to practice and reflect on
the effectiveness of any one strategy. Paralleling that approach, LaVallie and Melrose (2005)
and Roll et al. (2011) argue the key to improving help-seeking centers on instruction and
repetition. Thus, developing training that affords opportunities for trial and error, repetition, and
feedback assist in establishing the necessary behavioral patterns. As argued by Dembo and
Eaton (2000), effective metacognitive skills allow students to know the correct times and
strategies to employ to achieve the desired results.
Empirical research by Brown and Pressley (1994) and Cross and Paris (1988)
demonstrated through experimental and control groups the potential for significant gains in
metacognition through training and instruction. The criticality of the metacognitive skills
associated with help seeking and self-regulation belies the ease of instruction. Cross and Paris
(1988), following their controlled experiment, contend the ability to connect training and
practical implementation in the classroom, focusing on metacognitive improvements is beneficial
use of available instructional time. Such instruction, specifically as it relates to thesis
production, formed the cornerstone of the research by Lagstedt and Kauppinen (2011). Through
the thesis intensive, at its core, a five-day training session on help-seeking and self-regulatory
skills required to complete a thesis, they demonstrated the ability to effectively teach and apply
THESIS COMPLETION

198
metacognitive principles to improve student production of thesis related materials. Therefore, a
similar application of training modules at WI during the first in-residence session establishes a
foundation for students to hone requisite metacognitive awareness and self-corrective abilities.
The recommendations for metacognitive knowledge elements in Table 25 center on
providing interactive, multimedia learning modules covering elements associated with self-
regulatory behaviors essential for on-time thesis completion. The modules include a discussion
of the time and effort required to complete a thesis, establishment of thesis writing goals and
schedules, and the creation of the proper thesis-writing environment while in-residence and away
from the campus. Through such modules, students can begin to manage the expectations across
the broad spectrum of work, life, and academic time commitments.
Motivation Recommendations
Introduction. Data collection concerning student motivation and thesis completion
follows the same construct as student knowledge. Quantitative surveys and qualitative
interviews, structured around self-efficacy and goal orientation, formed the basis of each phase
of data collection. Table 26 provides the summary of assumed motivation influences identified
in the conceptual framework, a determination on influencer validity regarding thesis completion,
and a prioritization based upon the assessed thesis completion impact. Clark and Estes (2008)
center the discussion of motivation through the constructs of active choice, persistence, and
mental effort. Within the Clark and Estes (2008) framework, bifurcation of student motivation
continues through the lens of self-efficacy theory (Bandura, 1977, 1997) and goal orientation
theory (Pintrich, 2000, 2003; VandeWalle, 1997, 2004) to provide a clarifying understanding of
motivation-based student deficiencies affecting thesis completion. Mitigating strategies for the
THESIS COMPLETION

199
identified gaps complete Table 26, based upon accepted research principles and performance
solutions aligned with recommendations of Clark and Estes (2008).
Table 26
Summary of Motivation Influences and Recommendations
Motivation
Influence
Motivation
Type
Principle and
Citation
Context-Specific Recommendation
Students need to
feel confident in
their ability to write
at the graduate
level
Self-
Efficacy
High self-efficacy
can positively
influence
motivation
(Pajares, 2006)
Feedback and
modeling
increases self-
efficacy (Pajares,
2006)
Positive
expectancies for
success enhance
learning and
motivation
(Pajares, 2006).
Modify Quarter One writing feedback
to be more instructive and directive in
terms of the elements essential to thesis
completion
Create scaffolding instructional and
performance opportunities with
frequent and directive feedback within
each course to increase graduate
writing self-efficacy

Students need to
feel confident in
their overall
academic abilities
to demonstrate
effective help-
seeking behaviors
Self-
Efficacy
High self-efficacy
can positively
influence
motivation
(Pajares, 2006)
Feedback and
modeling
increases self-
efficacy (Pajares,
2006)
Positive
expectancies for
success enhance
learning and
motivation
(Pajares, 2006).

Provide an interactive, multimedia
learning module prior to the first in-
residence session via Adobe Connect
to discuss typical student feelings
associated with the academic fraud,
imposter phenomena, and self-
handicapping and address the
exceptionally high standards required
for admittance and the types of
successful behaviors to counteract
early self-efficacy deficits
Conduct a faculty workshop on student
self-efficacy issues within the
classroom and during the thesis process
and reiterate the need for timely,
directive, and constructive feedback for
building self-efficacy

THESIS COMPLETION

200
Table 26, continued
Motivation
Influence
Motivation
Type
Principle and
Citation
Context-Specific Recommendation
Students need to
feel confident in
their task-
specific
knowledge to
establish
effective self-
regulatory
behaviors
Self-
Efficacy
High self-efficacy
can positively
influence
motivation (Pajares,
2006)
Feedback and
modeling increases
self-efficacy
(Pajares, 2006)
Positive
expectancies for
success enhance
learning and
motivation (Pajares,
2006).
Provide an interactive, multimedia
learning module covering task-specific
training on thesis elements with
opportunities for students to
demonstrate performance. Provide
instructive, not evaluative, feedback on
task performance to include library
skills, formatting and citations, short
literature synthesis exercises. Include
instruction on goal setting and time
requirements and budgeting for each
task to promote achievable goal setting
and increased self-efficacy.
Establish weekly, online Adobe
Connect sessions for drop-in
instruction for technical support with
Word 2016, library and Boolean search
logic instruction. Provide directive
feedback and request student
demonstrations of proficiency to
bolster self-efficacy and ensure the
proper knowledge transfer.
Students need to
possess a
mastery-
approach goal
orientation to
complete a thesis
successfully
Goal
Orientation
Focusing on
mastery, individual
improvement,
learning, and
progress promotes
positive motivation
(Yough &
Anderman, 2006)
Create a community
of learners where
everyone supports
everyone else’s
attempts to learn
(Yough &
Anderman, 2006)
Provide an interactive, multimedia
training module during the first in-
residence session covering mastery-
approach orientation alignment with
thesis work. Discuss the isolated
nature of the thesis process, necessity
for topic mastery, benefits of approach
strategies, etc.
Establish thematic thesis online and in-
residence workshops to discuss thesis
research and writing facilitated by a
thesis chair to promote interaction and
discussion and to model mastery-
approach behaviors in a small, less-
intimidating environment

Self-Efficacy. Students need to feel confident in their overall academic abilities to
demonstrate effective help-seeking behaviors. High self-efficacy, especially throughout the
THESIS COMPLETION

201
continuum of elements required to complete a thesis including graduate writing and task specific
knowledge surrounding research, formatting and citations, or basic technical functionality within
programs such Word 2016 or Google Docs, enhances student help-seeking and self-regulatory
behaviors, improving overall student persistence, and increasing the likelihood of thesis
completion. Pajares (2006) suggests high self-efficacy is a significant driver for student
motivation, easily influenced through directive feedback and modeling. Additionally, self-
efficacy establishes a foundation, from which, a student structures visions and expectancies for
future success; it provides a compass to guide students to higher levels of learning and
motivation (Pajares, 2006). Research supports the effectiveness of providing hands-on, task
specific training; discussions of performance, expectations, and self-efficacy; and providing
opportunities for guided practice and feedback as substantive methods for increasing student
self-efficacy (Boote & Beile, 2005; Lindsay, 2015; McCarthy, 2015). Therefore, in the
construction of an academic curriculum and in the design of an embedded thesis model, creating
such opportunities to enhance student self-efficacy across the broad spectrum of skills essential
for thesis completion mitigates student barriers relating to motivation and persistence.
High self-efficacy represents a consistent driver for students to begin a task, persist
through completion, and commit the requisite mental effort to achieve a successful outcome
(Bandura, 1997, 2000; Clark & Estes, 2008; Eccles, 2006; Pintrich, 2003). Research spanning
the entirety of thesis and dissertation skills and requirements points to direct links between
instruction and student observation of a task, student performance of the task, and timely and
constructive feedback as beneficial for improving learning and increasing student self-efficacy.
Green and Bowser (2002) and Liechty et al. (2009) posit instructive and collaborative
relationships with library staffs improve student performance in basic research, improve student
THESIS COMPLETION

202
self-efficacy with conducting research, and allow independent research to occur. Similarly,
skills associated with basic grammar and sentence structure, the synthesis of literature, and
theses segmenting improve with higher student self-efficacy grounded in guided repetition and
feedback (Boote & Beile, 2005; Lindsay, 2015; McCarthy, 2015).
Empirical studies demonstrate the potential of improving self-efficacy to increase student
achievement and optimization of outcomes. On a broad scale, Clark, Howard, and Early (2006)
detail numerous empirical studies highlighting the relational impact of increasing self-efficacy
on academic performance. More closely related to graduate writing requirements, Zimmerman
and Bandura (1994) produced seminal research on the impact of self-efficacy on writing
performance and final grade outcomes. In a study of 95 freshmen at a highly selective
university, Zimmerman and Bandura (1994) highlighted a significant correlation between self-
efficacy for overall academic achievement and grade goals (r = .31, p < .05) and final grades (r =
.26, p < .05). Additionally, recommendations from the study point to the benefits of assessing
lower areas of self-regulatory efficacy and self-efficacy to develop specific training exercises to
address noted deficiencies. Thus, by determining student areas of limited self-efficacy and
providing opportunities for guided practice and feedback, student self-efficacy improves
concomitantly with student performance.
The recommendations for self-efficacy highlighted in Table 26 cover three unique
themes. First, faculty workshops provide a means for resetting the perceptions on the influence
of feedback, both in the classroom and during thesis writing, on student self-efficacy and the role
self-efficacy plays on help-seeking and self-regulatory behaviors. Second, through interactive,
multimedia learning modules covering elements associated with the imposter phenomena and
self-handicapping, students can better understand this shared belief by most, if not all students, at
THESIS COMPLETION

203
some point during their academic experience and the potential negative consequences associated
with subsequent avoidance strategies on thesis completion. Finally, establishing weekly on-line,
interactive sessions with librarians and technical writers to assist students with questions
concerning research and writing challenges, the potential to increase student self-efficacy in
specific areas of thesis production through observation and guided practice exists for those
students in the DL environment.
Goal Orientation. Students need to possess a mastery-approach goal orientation to
complete a thesis successfully. Such orientations provide greater alignment with help seeking
and approaches to feedback while allowing for more independent and self-directed research.
Pintrich (2000) and Yough and Anderman (2006) submit mastery orientations, ones that drive
individual improvement, self-regulated learning, and increased persistence, strongly align with
more complex and rigorous academic tasks. Additionally, through the creation of a community
of inquiry, student supported learning and collaboration combine to assist students in the
obtainment of social and academic and goals (Pintrich, 2003; Yough & Anderman, 2006). For
many students, goal orientation simply represents a manifestation of self-preserving behaviors
rather than a strategy for achieving a task as complex as a thesis. Targeted training on the topic
mastery, the isolated nature of thesis production, the benefits of help seeking and feedback serve
to advance goal orientation as a proactive tool for achievement. Thus, discussing and developing
student understanding of goal orientation theory and its practical application combined with
opportunities for students to practice mastery-approach skills in a group setting, faculty can
guide students towards adopting successful strategies essential for increased persistence and
thesis completion.
THESIS COMPLETION

204
Research suggests students who establish mastery-approach orientations are more adept
at seeking feedback in the pursuit of goals; conversely, performance oriented students, and
students leaning towards avoidance strategies, often view feedback as too evaluative and tend to
avoid such opportunities (Dweck & Leggett, 1988; VandeWalle, 2004; VandeWalle et al., 2001).
For most students, the WI thesis requirement represents their first exposure to a research and
writing project on this scale. A student’s limited knowledge of the process, if not the thesis topic
itself, demands seeking and incorporating feedback for persistence through thesis completion
(Croxton, 2014; Kennedy et al., 2015). As such, a mastery-approach orientation facilitates
consistent interaction with thesis chairs and committee members who serve as the critical
facilitators between process and content.
Empirical evidence suggests a mastery goal orientation is associated with improved
outcomes when task complexity increases. Meta-analysis involving 24 studies on goal
orientation showed a mastery-approach to goal orientation increased performance on more
complex tasks (Kaplan & Maehr, 2007; Utman, 1997). Additionally, numerous studies
examined the malleability of student goal orientations through an overtly mastery-approach
orientation. The collective findings suggest student perceptions of a prevailing orientation
within the classroom or program favoring effort, help seeking, and learning are more likely to
spur student adoption of mastery-approach (Anderman & Midgley, 1997; Roeser, Midgley, &
Urdan, 1996). Hence, goal orientation not only represents a uniquely individual trait, but also a
collective cultural force, learned through observation and disseminated as a singular construct
defining a programmatic approach to student learning and thesis completion.
The recommendations for goal orientation listed in Table 26 center on interactive,
multimedia learning modules covering elements associated with the benefits of mastery-
THESIS COMPLETION

205
approach orientations on thesis completion. The modules address the positive impact of such
orientations on help-seeking behaviors with a specific focus on the rigor associated with thesis
research and writing as well as the role of the chair as the final arbiter of what constitutes an
acceptable thesis. In doing so, students can better appreciate the need for subject mastery and the
benefits associated with seeking regular feedback and assistance (e.g., maintaining thesis focus
or the proper alignment of chapter elements) for achieving on-time thesis submission and
acceptance.
Organization Recommendations
Introduction. Data collection concerning organizational influences surrounding thesis
completion follows the previously discussed constructs for student knowledge and motivation.
However, unlike the previous sections, which were justified in utilizing only the student
stakeholder perspective, analysis of organizational influences, without providing a deeper
perspective from the faculty or university perspective, is inherently limiting. Nevertheless, the
student-centric perspective provides a point of departure for addressing organizational barriers to
thesis completion. Table 27 provides the summary of assumed organizational influences
identified in the conceptual framework, a determination on influencer validity regarding thesis
completion, and a prioritization based upon the assessed thesis completion impact.
Organizations are dynamic entities with unique processes and cultures defining work
performance and shaping the beliefs of organizational stakeholders (Bolman & Deal, 2013).
Missed performance targets are not simply attributable to deficits in employee or stakeholder
knowledge and motivation, but additionally connect to the missing processes, materials, or
cultural alignment required for success (Clark & Estes, 2008). Clark and Estes (2008) consider
organizational elements preventing the achievement of goals or performance metrics as barriers.
THESIS COMPLETION

206
Whether formal and rigid (processes and procedures), or informal and implied (culture and
climate), such organizational influences represent the third factor in the gap analytical
framework. Gallimore and Goldenberg (2001) classify these organizational influences as
cultural models (the shared beliefs and attitudes within a group) and the cultural settings (the
environment in which the performance of work occurs). Table 27 provides recommendations for
minimizing organizational barriers, based upon research and aligned with solutions following the
recommendations of Clark and Estes (2008).
Table 27
Summary of Organization Influences and Recommendations
Organization
Influence
Organizational
Type
Principle and Citation
Context-Specific
Recommendation
Chair-
committee-
student
interaction and
feedback is
essential for
thesis
completion
Cultural
Model
Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark
& Estes, 2008)
Organizational
performance increases
when individuals
communicate
constantly and
candidly to others
about plans and
processes (Clark &
Estes, 2008)
Discuss research findings with
faculty to determine their
requirements and desires for
improving student interaction
and feedback
Provide workshops for faculty
serving as chairs or committee
members on the nuances
associated with WI students
and instructional tools for
chairs to positively influence
student help-seeking, self-
regulation, self-efficacy, and
goal orientation strategies
Establish universal adherence
to communication guidelines
for chair-committee- student
interaction and feedback

THESIS COMPLETION

207
Table 27, continued
Organization
Influence
Organizational
Type
Principle and
Citation
Context-Specific
Recommendation
Students require
more chair
interaction and
feedback earlier in
the curriculum to
effectively
commence thesis
writing
Cultural
Model
Organizational
performance
increases when
processes and
resources are aligned
with goals
established
collaboratively
(Clark & Estes,
2008)
Organizational
performance
increases when
individuals
communicate
constantly and
candidly to others
about plans and
processes (Clark &
Estes, 2008)
Adjust programmatic access
to faculty and chairs to
discuss thesis requirements
during each in-residence to
include a special focus on
thesis topic selection and
refinement
Require students produce
short (one page) descriptive
outlines of potential thesis
topics to be discussed with
faculty and chairs
Promote faculty utilization of
interactive technologies
(Adobe Connect, Skype, etc.)
during student periods away
from WI to verify progress
towards topic selection and
thesis proposal submission
Students need to
develop a working
relationship with
their chair and
committee
members with
mutually accepted
expectations for
performance and
feedback
Cultural
Model
Organizational
performance
increases when
processes and
resources are aligned
with goals
established
collaboratively
(Clark & Estes,
2008)
Organizational
performance
increases when
individuals
communicate
constantly and
candidly to others
about plans and
processes (Clark &
Estes, 2008)
Provide an interactive,
multimedia learning module
covering the critical nature of
the chair-committee-student
relationship and the effective
practices for selecting chair
and committee members that
balance compatibility,
feedback methodologies, and
desired thesis direction

THESIS COMPLETION

208
Table 27, continued
Organization
Influence
Organizational
Type
Principle and Citation
Context-Specific
Recommendation
Students in the
DL
environment
require access
to university
resources
Cultural
Setting
Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark
& Estes, 2008)
Organizational
performance increases
when individuals
communicate
constantly and
candidly to others
about plans and
processes (Clark &
Estes, 2008)
Propose new contact
procedures, particularly for the
Graduate Writing Center to
make it more accessible to DL
students, including the use of
interactive technologies and the
selection of a limited number of
technical writers to work
specifically with WI students
Provide guided student training
and feedback on proper
techniques for accessing
university resources
Develop and provide a job-aid
on points of contact for
accessing university resources
that provide a concierge-level
service until autonomous help-
seeking procedures are
developed

Cultural models. Effective chair-committee-student interaction and feedback is
essential for thesis completion and requires the proper alignment of resources, processes, and
sequencing to meet the needs of students and faculty (chair and committee members) workloads.
WI resources are ostensibly fixed and finite; established congressional funding patterns provide
little margin for wholesale change initiatives based on increases in fiscal year appropriations.
Rather, substantive changes come as the result of modifications to policies and processes and the
overarching cultural models defining their implementation. Within this organizational
framework, change initiatives require addressing process and resource challenges as well as
cultural issues to affect change. Clark and Estes (2008) contend organizational performance
increases through the collaborative alignment of processes and resources driven by an
THESIS COMPLETION

209
environment encouraging candid communication. Additionally, with any change initiative,
guidance and scaffolding is paramount to develop the appropriate tools and skills to implement
new processes (Scott & Palinscar, 2006). However, the cultural models shape the manner an
organization accomplishes its mission and provide the lens for performance assessment (Bolman
& Deal, 2013; Gallimore & Goldenberg, 20001; Schein, 2017; Senge, 2006). Thus, addressing
strategies to improve chair-committee-student interaction and feedback require discussions with
faculty to determine their capacity for change. Additionally, training to ensure thesis chairs
understand their influence on student behaviors, and adoption of universally accepted standards
addressing process and resource constraints require a path for embedding the changes within the
cultural models and norms of the organization.
Organizational improvements require the alignment of policies and procedures with
stakeholder commitment to affecting change (Bolman & Deal, 2013; Clark & Estes, 2008).
Empirical research addressing the challenges associated with the chair-committee-student
relationship suggests effective strategies for improving the nature of the interaction and feedback
begin with targeted interventions. Terrell et al. (2012), following a qualitative analysis of factors
associated with doctoral student persistence, agreed with The Council of Graduate School’s
Ph.D. Completion Project (2008) recommendations concerning the establishment of training for
chairs, creating explicit guidelines to manage chair-student expectations, and encouraging a
collective responsibility for student sustained student engagement. Similarly, Golde (2005),
through his examination of organizational practices on doctoral attrition, recommended candid
discussions within academic departments to determine effective practices assistive in developing
the chair-committee-student relationship. Hence, from both theoretical and empirical
perspectives, the collaborative development of explicit standards, the transformation of those
THESIS COMPLETION

210
standards into policies and processes, and implementation of those policies through faculty
training provide an opportunity for performance improvements aligned with resource constraints
and the cultural models within WI.
The recommendations for improving chair-committee-student interaction and feedback
highlighted in Table 27 center on two themes addressing the existing cultural models. First,
faculty workshops provide a means for resetting chair and committee member perceptions and
procedures within the thesis environment. Specifically, the focus shifts to the importance of
faculty understanding the influence of the chair on student self-efficacy and persistence and
demonstrated student behaviors associated with help seeking and self-regulation. As part of this
effort, the development of standardized protocols and guidelines defining feedback and
interaction requirements for chairs and committee members provides a concrete tool for
managing student expectations. Second, through interactive, multimedia learning modules,
discuss the selection process and potential criteria for students to consider when selecting a chair
and committee member. The focus includes the critical relationship elements as well as subject
matter knowledge and expertise.
Cultural settings. Students in the DL environment require access to university
resources. Discerning the accessibility of university resources for DL students often extends no
further than a generic email address for requesting research assistance from a librarian or to
submit documents for review from a writing center. Gallimore and Goldenberg (2001) consider
the operationalized reality unique to stakeholder interactions the cultural setting for a given
process or activity. Thus, improving student access must account for the functional reality and
experiences of all stakeholders and not just those providing the service. Collaboration is at the
core of recommendations provided by Clark and Estes (2008) concerning performance
THESIS COMPLETION

211
improvements, to include understanding of processes and procedures from a customer’s
perspective. Through such an understanding, the appropriate training and guidance, provided to
all stakeholders, helps ingrain the processes into the fabric of the organization (Scott & Palinscar,
2006). Therefore, collaborative discussions with student service providers offering library and
writing assistance on improving access for DL students and the possibilities of adopting
interactive technologies combined with student training to allow for autonomous operations
serve as the basis for improving student access to these essential resources.
Improving performance in a given environment requires an understanding of current
processes and culture as well as an idea of the desired outcome (Bolman & Deal, 2013; Clark &
Estes, 2008). As operation of the FGU library and writing center resources exists outside of
WI’s purview, an examination of research centered on improving graduate student outcomes is
essential to building a foundation for change. Substantial theoretical and empirical research
concerning student access to resources points to its necessity for student persistence and
achievement of desired outcomes. Tinto (1993) suggests access to resources span the entirety of
the academic enterprise; for organizations to be effective, a student-centric perspective is
essential. Empirical research by Boote and Beile (2005), and Green and Bowser (2002)
highlighted both the need and benefit to students of developing conduits for interaction with
library and research services for graduate students. Similarly, research by Green and Bowser
(2002) and Simpson (2012) point to parallel efforts regarding access to writing assistance
centers. The collective research, both implicitly and explicitly, submits it is the responsibility of
the organization to ensure such assistance is truly accessible. Thus, grounding the discussion
within the actual and reimagined cultural setting, for both students and assistance providers,
allows for the development of access procedures that utilize interactive technologies and creates
THESIS COMPLETION

212
scaffolding opportunities for students to learn effective methodologies for extracting assistance
within the DL environment.
The recommendations for improving student access to the graduate writing center listed
in Table 27 focus on changing the existing cultural settings for students in the DL environment.
Specifically, the goal is to improve the interactive capabilities at FGU for providing writing
instruction through Adobe Connect or similar technology as well as the incorporation of such
tools for organic technical writing support within WI. In doing so, the positioning of students
and technical writers allows for greater discussion and understanding of thesis goals, writing
challenges, and potential solutions that align with chair direction.
Integrated Implementation and Evaluation Plan
The integrated implementation and evaluation plan follows the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016). The model builds upon the seminal research of
Kirkpatrick (1998). Although the four levels of training evaluation describe an event-based
approach, Kirkpatrick and Kirkpatrick (2016) posit the necessity for designing training programs
centered on the desired outcomes is essential. With the focus on an ability to evaluate formally
the benefit of training, designing the preceding three steps follows with an acute awareness on
outcomes. The evaluation of training maximizes the potential for the targeted training to
produce the targeted outcomes, facilitates the transfer of knowledge, and demonstrates the
benefits of the training to the organization (Kirkpatrick & Kirkpatrick, 2016). In reverse order,
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) consists of four levels of
training and evaluation: (4) results; (3) behavior; (2) learning; and (1) reaction. An abbreviated
discussion of each follows.
THESIS COMPLETION

213
Level 4 focuses on the results of the intervention and incorporates leading indicators and
the desired outcomes as metrics for evaluation. Level 3 defines expected behaviors, the drivers
of those behaviors, and the application of those behaviors on the tasks performed. Level 2
evaluates the training recipient’s knowledge and motivation for performing the tasks. Level 1
addresses the fundamental reaction to the provided training. Collectively, the four levels
outlined by Kirkpatrick and Kirkpatrick (2016) provide a common structure to the
recommendations addressing the identified gaps affecting thesis completion.
Organizational Purpose, Need and Expectations
WI is a federally funded graduate education program with the mission to develop
professionals capable of defining new policies and strategies in their current occupational field.
The WI Master of Arts degree is an 18-month program with six, two-week in-residence sessions
providing the majority of synchronous learning. WI maintains a goal of obtaining a 100% thesis
submission and acceptance for students within one year of curriculum completion by June of
2020. Although curriculum design accounts for thesis work within the designated coursework,
recent averages for completion within the allotted time range hover around 70% (+10%), with 37
of 58 (63.8%) of the students in the two cohorts in this study completing the thesis by the
scheduled graduation date.
The WI students represented the stakeholder group for this study. The alignment of
stakeholder and organizational goals precluded the need to address or define individual
performance goals for the stakeholder group. Thus, this study remained focused on the WI
organizational goal as it served as a viable surrogate for individual stakeholder performance
goals. Stakeholder performance, as measured through thesis completion and ultimate graduation,
serves as critical benchmark for performance for both WI and FGU. Sustaining high graduation
THESIS COMPLETION

214
rates is essential for continued congressional support and the enactment of recommendations
stemming from student research and theses in the public sector is a vital tool for demonstrating
the value of the WI educational experience.
The recommendations within this chapter address the knowledge, motivation, and
organizational influences pertaining to the student thesis experience at WI. Although the
recommendations target individual KMO elements, three overarching themes describe the
expectations for the outcomes exclusive of meeting the organizational goal of 100% thesis
completion within a year of curriculum completion. First, student metacognitive awareness of
the interactions and influence of help-seeking, self-regulation, self-efficacy, and goal orientation
on thesis completion increases. Such awareness may produce heightened performance in areas
critical to thesis production and provide students mitigating strategies to avoid disengagement
from the thesis writing process. Second, faculty and chair awareness of student behaviors
detrimental to thesis writing and sustained persistence operationalizes into proactive student
engagements and interventions that provide both feedback to address previous errors, but also
feed-forward to ensure students possess a vision of future work. Finally, the recommendations
and inclusion of the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) serve as a
standard for future evaluations and training as well as the genesis for a cultural renewal for
examining the processes and procedures across WI.
Level 4: Results and Leading Indicators
Level 4 results and leading indicators include external, summative metrics and internal,
formative metrics. The nature of the WI’s organizational goal of obtaining 100% thesis
completion within a year of curriculum completion provides numerous opportunities to measure
performance throughout the year on a single cohort of students as well as to measure the effect of
THESIS COMPLETION

215
initial interventions or modifications to existing interventions on different cohorts of students at
various benchmarks within the curriculum. Table 28 highlights the three external and internal
outcomes essential to evaluating the effectiveness of implemented recommendations.
Table 28
Outcomes, Metrics, and Methods for External and Internal Outcomes
External Outcomes
Outcome Metrics Methods
WI on-time thesis completion
rates increase
Thesis completion statistics
for each of the three annual
graduation cycles
Monitor and track thesis
completion via Thesis
Dashboard and FGU
databases
Student requests for thesis
completion extensions
decrease
Requests for thesis extensions
filed prior to graduation for
each of the three annual
graduation cycles
Monitor and track thesis
completion via Thesis
Dashboard and FGU
databases
Elimination of student
requests for a second thesis
completion extension
Requests for second (or
greater) extensions
throughout the year
Monitor and track thesis
completion via Thesis
Dashboard and FGU
databases
Increased first-time applicants
to the WI program

First-time applications
increase

Monitor and track
applications; incomplete
application surveys to
determine barriers to
application submission
Internal Outcomes
Outcome Metrics Methods
WI on-time thesis proposal
submissions increase
Thesis proposal submission
statistics for each of the three
annual deadlines
Monitor Thesis Dashboard for
student submission rates
Student awareness of help-
seeking, self-regulation, self-
efficacy, and goal orientation
interaction and influence on
thesis-writing increases
Results from Student
Awareness Survey completed
at the beginning of the first
and fourth quarter of
instruction
Analyze results from Student
Awareness Survey to identify
students displaying signs
indicative of disengagement
Faculty and chair awareness
of student behaviors
detrimental to thesis-writing
increases
End of course surveys for
faculty and chair quarterly
assessments of student
performance
Analyze results from faculty
and chair quarterly surveys to
identify students displaying
signs indicative of
disengagement

THESIS COMPLETION

216
External outcomes and metrics, each summative in nature, serve as the final arbiter of
successful student interventions. Tracking thesis completion rates for each of the graduation
events (March, June, and December annually) provides an opportunity to discern the overall
effect of the recommendations on thesis completion. Moreover, tracking students through the
extension processes establishes a metric for measuring successful engagement or re-engagement
with students following their scheduled graduation until they ultimately submit a completed
thesis. The critical external stakeholders include the federal agency resource sponsor funding the
education, FGU administration, and potential students debating the viability of the WI program.
Internal outcomes and metrics, more formative in nature, serve provide benchmarks for
gauging student performance as well as the quality of the interventions applied to cohorts. The
primary outcome of interest centers on the timeliness of the thesis proposal submission. With
only eight of 58 (13.8%) of students submitting an on-time proposal within the two cohorts
involved in this study, the metrics surrounding thesis proposal submissions serve as an
exceptional leading indicator for future thesis completion. Additionally, utilizing student
awareness surveys, modeled after the survey providing the quantitative results for this study, and
quarterly surveys for faculty and chairs, create an opportunity to identify students displaying
behaviors indicative of potential disengagement from the thesis-writing process and highlighting
possible deficiencies in the recommended and implemented interventions.
Level 3: Behavior
Level 3 of the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) centers
on behaviors, specifically, the behaviors of the students adapting the training into their thesis-
writing processes. Three elements comprise the foundation of Level 3: (a) the critical behaviors
required to meet desired outcomes; (b) the drivers that monitor and reinforce critical behaviors;
THESIS COMPLETION

217
and (c) the organizational support and culture mechanisms to sustain desired behaviors
(Kirkpatrick & Kirkpatrick, 2016). A discussion of each element follows sequentially.
Critical behaviors. The critical behaviors required for WI students to perform coalesce
around the identified knowledge and motivation influencers within this study. Successful
students display effective help-seeking and self-regulatory behaviors conducive with thesis
completion. Specifically, they utilize a variety of help-seeking activities and sources, actively
seek and incorporate feedback, and, in doing so, employ effective self-regulatory behaviors.
Such behaviors serve to maintain and improve self-efficacy and encourage mastery-approach
orientations towards thesis completion. The interactive nature of the influencers, demonstrated
through the quantitative and qualitative data in this study, support the assertions by Lindsley et
al. (1995) concerning the spiraling effect of these factors, both upward and downward, on
student performance. Thus, the routine examination of student behaviors and early recognition
of downward trends in help-seeking and self-regulatory behaviors serve as indicators of potential
self-efficacy and avoidance strategy barriers affecting student performance. Table 29 details the
behaviors, metrics, methods, and programmatic timing for evaluating student behaviors.
Fundamentally, help seeking and self-regulation are difficult to monitor and quantify.
Distal proximity exacerbates this challenge within the DL environment where student access to a
chair or committee member often relies solely on email. However, understanding student
perceptions through the creation of the Student Awareness Survey based upon the quantitative
instrument in this study and the collective feedback of chairs, committee members, and faculty
concerning student help-seeking awareness, approaches to seeking assistance, and the effective
incorporation of feedback provides a method for identifying students lacking the essential
behaviors for completing the thesis.
THESIS COMPLETION

218
Table 29
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metrics Methods Timing
1. Students display
effective help-
seeking behaviors
during coursework
and meetings with
thesis chairs and
committee members
Student propensity to
seek assistance (e.g.,
questions asked,
student comments
suggestive of poor
help-seeking awareness
or actions, etc.)

Student Awareness
Survey

Chair-committee-
faculty student
assessments
Student Awareness
Survey conducted in
the first and fourth
quarter of instruction

Chair-committee-
faculty student
assessments performed
quarterly
2. Students display
effective self-
regulatory behaviors
through the
production of
required coursework
and with thesis-
writing requirements
Student on-time
submission of required
coursework

Student on-time
submission of required
thesis elements
Student Awareness
Survey

Chair-committee-
faculty student
assessments
Student Awareness
Survey conducted in
the first and fourth
quarter of instruction

Chair-committee-
faculty student
assessments performed
quarterly

Required drivers. Few interventions produce the desired outcomes without a
methodology for ensuring the skills and behaviors at the center of the training embed into the
fabric of daily processes and organizational culture (Clark & Estes, 2008; Kirkpatrick &
Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick (2016) consider the processes and systems
serving to ingrain the training provided to individuals within and organization the drivers of
critical behaviors. Such drivers reinforce, encourage, reward, and monitor individuals or groups
to ensure the sought after behaviors are, in fact, utilized in the tasks and processes required to
meet organizational objectives (Kirkpatrick & Kirkpatrick, 2016).
Table 30 highlights the drivers for sustaining and improving student help-seeking and
self-regulatory behaviors. Reinforcing actions include the creation of communities of practice
around related thesis themes, job aids outlining the chair-committee-student relationship, and
THESIS COMPLETION

219
refresher training to revisit the critical behaviors. While the thematic thesis meetings open to the
door for student-to-student help seeking, the chair-committee-student job aid seeks to define the
nature of the relationship, means for help seeking, and expectations concerning thesis deadlines.
Ostensibly, the job aid provides reinforcement of the desired behaviors and a process guide for
enacting those behaviors. Encouraging activities shift the focus to mentoring and coaching
through chairs and committee members as well as assigning former graduates as student mentors
to guide current students through thesis and other work-life challenges. Rewarding and
recognizing students for displaying effective help-seeking and self-regulatory behaviors must
occur judiciously so as not to lose its value. However, such rewards offer immeasurable benefits
for encouraging the targeted behavior to continue.
Finally, monitoring activities adopt elements of this study’s quantitative survey to
evaluate student approaches to critical behaviors as well as enlisting chairs, committee members,
and faculty to evaluate students quarterly. Timing of events coincides with the academic
calendar to facilitate scheduling and to maximize the overall benefit of the actions performed.
The collective approach to the incorporating the four typologies of drivers represents an
organizational approach to addressing the critical behaviors. For many students, the mere
presence of reinforcing, encouraging, rewarding, and monitoring activities, in and of themselves,
serves as a signal of commitment and importance of the critical behaviors. Although potentially
time consuming, a thorough and well-developed strategy for Level 3 serves as the most critical
stage for transitioning the training into learning to produce the desired results (Kirkpatrick &
Kirkpatrick, 2016).

THESIS COMPLETION

220
Table 30
Required Drivers to Support Critical Behaviors
Methods Timing
Critical
Behaviors
Supported
(1, 2)
Reinforcing

Thematic thesis meetings for students researching similar topics
to discuss and review topics associated with their theses
Monthly 1, 2
Chair-committee-student job aids outlining methods for help-
seeking, performance expectations, and thesis deadlines
Chair and
committee
selection
1, 2
Conduct training in the first (initial) and fourth (refresher)
quarters concerning the benefits of help-seeking and self-
regulatory behaviors with thesis completion
First quarter
Fourth quarter
1, 2
Encouraging

Chair-committee member-faculty mentoring and coaching of
effective help-seeking and self-regulatory practices
On-going 1, 2
Assign former students as Graduate Mentors to assist in
developing the requisite skills for thesis completion
On-going 1, 2
Rewarding

Offer private praise and encouragement when effective help-
seeking and self-regulatory behaviors produce positive outcomes
On-going 1, 2
Offer public praise and encouragement during class sessions and
thematic group discussions to encourage additional displays of
help-seeking or self-regulatory behaviors
On-going 1, 2
Monitoring

Student completion of the Student Awareness Survey in the first
and fourth quarters for all students and at the end of the sixth
quarter for students requesting a Thesis Completion Extensions
First quarter
Fourth quarter
Sixth quarter
1, 2
Chair-committee-faculty student assessments Quarterly 1, 2
Chair-committee-faculty student interaction during in-class
instruction, online forums, and thesis related meetings
On-going 1, 2

Organizational support. Gaining and sustaining organizational support for drivers of
training evaluations is essential for achieving the sought-after outcomes (Kirkpatrick &
THESIS COMPLETION

221
Kirkpatrick, 2016). Terms such as practical or achievable must accompany organizational
perceptions surround the chosen drivers. When drivers are not viable due to financial, time, or
human capital constraints, the potential for Level 3 drivers to produce desired outcomes
diminishes. Sustaining the organizational commitment, to a certain extent, requires answering a
fundamental question, what are the drivers for the drivers? Three key elements are required for
continuous implementation of the concepts outlined for Level 3 and include the organizational
recognition of thesis completion as a current problem (and willingness to address it), mitigating
concerns over resource limitations, and the assignment of Level 3 activities as a primary duty
and not a collateral or ancillary task.
WI support for this was extensive. However, that does not imply wholesale adoption of
recommendations for addressing thesis completion, or even acceptance of thesis completion as
being problematic. As outlined by Kotter (2007), change initiatives often falter or fade into
obscurity due to a lack of urgency surrounding the problem in concert with a weak or ineffective
leadership team. Thus, addressing the first challenge, acceptance of the problem and
commitment to change, begins with the formation of the appropriate team, led by the Director,
WI and the WI Director of Academics. Combined, their energy and influence provides the
impetus for change.
Second, misalignment of resources and change initiatives often results in failed efforts or
suboptimal results (Clark & Estes, 2008). Although few Level 3 drivers require an exhaustive
use of organizational resources, they still require faculty time and effort; the same time and effort
pulled towards in class instruction, chairing and committee work, and current research.
Kirkpatrick and Kirkpatrick (2016) outline common evaluation pitfalls that plague evaluation
efforts including improper resource allocation away from Level 3 and into Level 1 and 2
THESIS COMPLETION

222
programs. A key strategy for successful implementation of the associated recommendations of
this study is to maximize faculty involvement in the areas providing the greatest return on
investment. Thus, using support staff to administer, collate, and present survey results and
faculty assessments minimizes the burden on the very individuals students desire more from and
allows for greater continuity of effort.
Finally, assigning the collection of data and overall oversight for Level 3 as a primary
duty and not an ancillary or secondary task avoids the diffusion of responsibilities for evaluative
programs to disperse across the organization. WI maintains a staff of individuals capable of
conducting the requisite data collection and analysis to support this effort. Working with faculty
to hone the Student Awareness Survey and chair-committee-faculty student assessments,
including the production of a standardized output, mitigates the potential loss in fidelity due to
poorly constructed surveys, questions that fail to generate useful data, or simply not using the
data collected (Kirkpatrick & Kirkpatrick, 2016). The collective approach to sustaining
organizational support provides sufficient time for positive results to develop and the
institutionalization of processes and newly formed cultural models.
Level 2: Learning
Knowles, Holton III, and Swanson (2014) distinguish learning from education through
the individual at the center of the definition; whereas education focuses on the educator, learning
concerns the acquisition of knowledge or skills by the individual. In this section, the discussion
shifts to the specific knowledge and skills required on the part of the students to display effective
help-seeking and self-regulatory behaviors. Although it may seem contradictory to suggest
students need to know something to seek help, the data collected as part of this study supports
previous research suggesting students often fail to seek assistance due to a lack of awareness of
THESIS COMPLETION

223
its necessity or stemming from avoidance strategies and efforts to preserve existing internal and
external perceptions. Thus, the learning goals presented below detail the foundational skills that
permit metacognitive processes associated with help-seeking and self-regulatory behaviors to
metastasize within the academic environment and specifically concerning the elements required
for thesis completion.
Learning goals. The following list highlights the learning goals underlying the critical
behaviors in Table 30. The goals listed below represent the targeted knowledge and skills
resulting from the implementation of knowledge, motivation, and organizational
recommendations detailed in Tables 25, 26, and 27 respectively.
1. Students are able to write at the graduate level
2. Students are able to select and frame a thesis topic by the end of the first quarter
3. Students know how to synthesize literature required to complete a thesis
4. Students possess the appropriate help-seeking awareness concerning thesis requirements
5. Students apply and demonstrate appropriate self-regulatory and time management skills
6. Students create the proper environment for conducting thesis work
7. Students develop a schedule for thesis writing that balances life-work commitments
8. Students are confident in their ability to write at the graduate level
9. Students are confident in their overall academic abilities
10. Students are confident in their task-specific knowledge
11. Students possess a mastery-approach goal orientation
12. Students follow published chair-committee-student interaction and feedback procedures
13. Students acquire the needed chair interaction and feedback
14. Students in the DL environment effectively access university resources
THESIS COMPLETION

224
Program. The training program to incorporate the recommendations within this study
exploits and leverages the totality of current capabilities at WI. Limited time is available during
scheduled in-residence sessions to depart significantly from the curriculum. However, utilization
of interactive technologies such as Adobe Connect (WI maintains a site license) offers an
opportunity to connect with students prior to program commencement. Two types of
interventions, embedded within the program, provide a conduit for change: (a) training provided
during in-residence sessions, through Adobe Connect, and self-study courses; and (b)
programmatic and structural changes internal and external to WI.
Recommended training modules utilize three different platforms for delivery and occur in
two phases. The introductory phase occurs prior to the commencement of formal instruction and
includes two Adobe Connect sessions. The first session provides training on effective student
approaches to learning to include discussions on help-seeking, self-regulation, goal orientation,
self-efficacy and the imposter phenomena. A secondary session details the thesis process, topic
selection, and the general timeline for completion. These two-hour, pre-instruction courses
allow students to interact in a smaller group setting (eight students per session) and prepare them
for the academic rigor and range of student emotions typically experienced during the first in-
residence session. Concomitantly, students complete a two-hour, self-study course covering a
range of graduate writing elements and fundamentals. The final training provided occurs during
the first in-residence session and reiterates many of the themes concerning help seeking and self-
regulation covered in the Adobe Connect session and includes walking tours of FGU to include
library and writing center help desks. The introductory phase concludes with students
completing the Student Awareness Survey to establish a baseline understanding of student
critical behaviors. The continual training phase includes the adoption of weekly Adobe Connect
THESIS COMPLETION

225
sessions with technical writers and WI librarians to assist on writing and research issues,
thematic thesis meetings scheduled monthly and during in-residence sessions, and annual
training for chairs, committee members, and faculty to review current thesis standards, best
practices, and overall student performance.
Programmatic and instructional changes center on faculty training, chair-student
sequencing, and coordination with FGU library and writing center staffs to increase DL student
access and functionality. Faculty training sessions build upon the results of this study and the
Student Awareness Survey to create an organizational understanding of student perceptions and
actions associated with the critical behaviors defining Level 3. Training sessions occur three
times a year and coincide with student graduations. Thus, for each graduating cohort, metrics
addressing Level 4 and Level 3 continue to reflect current performance and trends.
Part of the faculty training additionally includes the creation of individual chair and
committee job aids outlining thesis deadlines, performance expectations, contact procedures, and
anticipated review-feedback timelines. Finally, the program includes extensive outreach to FGU
library and writing center assistance providers to improve accessibility and the fidelity of
services for students in the DL environment. Collectively, the program establishes routine cycles
for Level 3 data collection and analysis to understand Level 4 results and to feedback into Level
2 learning goals and elements of instruction included in Level 1. The cyclic aspect of evaluation
also permits carryover into student performance for those enrolled through a thesis completion
extension. Although not specifically outlined as part of this study, a similar training plan,
provided to current students on extensions and reintegrating them into the academic environment
(i.e., providing improved student monitoring throughout the year following curriculum
THESIS COMPLETION

226
completion) delivers the potential for increasing thesis submissions. This opportunity includes
students with active extensions and those previously accepted as permanently disengaged.
Evaluation of the components of learning. Formative and summative learning forms
the basis of Level 2 with the goals of the training finite and defined. Kirkpatrick and Kirkpatrick
(2016) outline five fundamental components of Level 2 learning to include knowledge, skills,
attitude, confidence, and commitment. In evaluating the components of learning, the focus is on
clear, concise, and practical application of the information presented; ethereal debates and deep
analyses are not the targets of Level 2 evaluations. The simplicity of well-crafted evaluations
originate from their inclusion as part of the training, or immediate skill to be performed as part of
an actual task (Kirkpatrick & Kirkpatrick, 2016). Thus, the design of Level 2 evaluations must
include immediacy, relevancy, and demonstration as key contextual elements to provide
insightful and operational information.
Aligned with the recommendations of Kirkpatrick and Kirkpatrick (2016), Table 31
details the evaluation of the components of learning for the program as outlined in the previous
section. The table displays the five fundamental components of learning transferable throughout
the myriad of training interventions parsed along student beliefs associated with declarative
knowledge, procedural skills, attitude, confidence, and commitment. By standardizing the
approach to learning and evaluation processes, both students and training providers familiarize
themselves with the positioning of key concepts, and germane, topic-specific information. With
such standardization, the five elements of evaluation become part of the fabric of training
interventions.

THESIS COMPLETION

227
Table 31
Evaluation of the Components of Learning for the Program
Methods or Activities Timing
Declarative Knowledge “I know it.”

Knowledge checks during training Topic transitions and at the end of training
Embedded quizzes in self-study courses Topic transitions and at the end of modules
Group discussions Summative discussions to extract key elements
Retrospective pre- and post-assessment End of training
Procedural Skills “I can do it right now.”

Demonstration of Word 2016 required skills Topic transitions and at the end of training
Demonstration of library advanced searches Topic transitions and at the end of training
Demonstration of synthesizing skills Numerous, short exercises during training
Demonstration of remote technology access Pre-course training and orientation
Retrospective pre- and post-assessment End of training
Attitude “I believe this is worthwhile.”

Instructor and facilitator evaluations Throughout training
Retrospective pre- and post-assessment End of training
Confidence “I think I can do it on the job.”

Student volunteer demonstrations Topic transitions and at the end of training
Retrospective pre- and post-assessment End of training
Student Mentor assessments Throughout program
Chair-committee-faculty assessments Quarterly
Commitment “I will do it on the job.”

Retrospective pre- and post-assessment End of training
Student Mentor assessments Throughout program
Chair-committee-faculty assessments Quarterly

The timing of the evaluations provides a means for recognizing potential student
disengagement triggers and designing effective intervention strategies to address gaps in student
THESIS COMPLETION

228
knowledge or motivation effecting thesis writing. For the students, the evaluations further
reinforce the importance of the critical skills discussed within the learning modules and provided
training. Functionally, this construct serves as a tool for minimizing the extraneous cognitive
load through repeated focus on specific themes and improves student learning (Kirschner,
Kirschner, & Paas, 2006; Mayer, 2011).
Level 1: Reaction
Level 1 evaluations traditionally represent the totality of depth and complexity included
as part of most training programs (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016).
Although evaluations at this stage provide little insight as to the ultimate success in obtaining the
desired objective, they provide keys to understanding student perceptions on the favorability,
engagement, and relevance to their required tasks (Kirkpatrick & Kirkpatrick, 2016). The keys
to Level 1 evaluations reside in their simplicity and immediacy; whether formative or summative
in nature, collecting key data elements that transfer throughout the program allows for the
optimization and allocation of resources to more critical levels of evaluation (Kirkpatrick &
Kirkpatrick, 2016). Additionally, as students spend 18-months within the WI curriculum,
providing feedback to students on changes resulting from their Level 1 feedback signals the
importance and viability of such information to the organization. Thus, creating two-way
feedback loops concerning Level 1 perceptions provides a tool for increasing the likelihood of
receiving insightful student inputs throughout their academic efforts within the curriculum and
post-graduation.
Table 32 highlights the Level 1 components to measure reactions to the recommended
program. For the first cycle of training provided, utilization of dedicated observers provides a
secondary opinion with the freedom to monitor student engagement (and potentially
THESIS COMPLETION

229
disengagement) free of distraction. The utilization of an observer, although potentially of limited
benefit for some of the fundamental training interventions, is a viable use of resources as only
three cohorts commence instruction annually. Therefore, first-time training, thoroughly
scrutinized maximizes the opportunity to make appropriate adjustments (if required) prior to
subsequent deliveries.
Table 32
Components to Measure Reactions to the Program
Methods or Tools Timing
Engagement

Instructor observation During training and end of training
Pulse checks During training and topic transitions
Dedicated observer During training
End-of-training survey and open ended questions End of training
Relevance

Instructor observation During training and end of training
Pulse checks During training and topic transitions
End-of-training survey and open ended questions End of training
Customer Satisfaction

Instructor observation During training and end of training
Pulse checks During training and topic transitions
End-of-training survey and open ended questions End of training

Evaluation Tools
Evaluation instruments represent an initial step in capturing critical data concerning
student engagement, perceptions of relevance, and satisfaction with training at Level 1 as well as
their reflections at upon reaching the targeted goal or outcome at Level 4. Across all four levels,
THESIS COMPLETION

230
the overarching purposes for the evaluating the training (program improvement, learning
transfer, and demonstration of value) should resonate with the data collected (Kirkpatrick &
Kirkpatrick, 2016). The following sections outline Level 1 and Level 2 training evaluations
conducted immediately following training and a sample Level 1 through Level 4 training
evaluation completed at the end of the fourth quarter of instruction.
Immediately following the program implementation. Level 1 and Level 2 training
evaluations are most effective conducted immediately after training completion to capture the
rapid reactions of training participants as well as the reflective perceptions of the instructor as an
internal measure of quality (Kirkpatrick & Kirkpatrick, 2016). At these levels, the evaluations
are purposefully simple, easy to navigate, and strive to gather foundational opinions concerning
the components outlined for each level as part of the New World Kirkpatrick Model (Kirkpatrick
& Kirkpatrick, 2016). For purposes of this sample, the training involves the proposed thesis
overview conducted prior to students commencing instruction utilizing Adobe Connect. Thirty-
two students comprise a WI cohort; four separate, two-hour sessions with groups of eight
students divides the cohort evenly. Utilizing the Poll option in Adobe Connect, building the
Level 1 evaluation (Appendix H) prior to the course allows for easy access and electronic
recording of results. Additionally, recording of the session provides an opportunity to compare
each of the four courses and corresponding evaluations as a means of triangulation.
Level 2 evaluation follows a similar format. Utilizing the Poll option in Adobe Connect,
a retrospective, pre- and post-assessment instrument, administered to assess learning, offers the
same electronic data capture and triangulation capability. Appendix I details the Level 2
evaluation. For both evaluations, the recording capability permits a variety of evaluations
THESIS COMPLETION

231
concerning teaching and learning techniques employed by the instructor to suggestions on
reducing extraneous cognitive load in the manipulation and navigation on Adobe Connect.
Delayed for a period after the program implementation. Evaluating training
effectiveness, in many cases, requires time for the effects of the training to manifest. Whether
through leading indicators or a true Level 4 metric, delays in evaluation often produce more
insightful results (Kirkpatrick & Kirkpatrick, 2016). Appendix J provides formative and
summative elements across all four levels of evaluation. Contained in the proposed Student
Awareness Survey, the evaluation provides an examination of effectiveness approximately 180
days removed from the training, but also at the commencement of significant thesis writing.
Thus, the relevance of the training (Level 1), knowledge and skills required (Level 2), and
necessity for employing the critical behaviors (Level 3) serves as leading indicators for overall
student success and thesis completion (Level 4).
Each level of evaluation provides actionable data. As noted by Kirkpatrick and
Kirkpatrick (2016), Level 4 evaluations represent an on-going process and not a singular
snapshot in time. Hence, the holistic approach to training evaluation will identify gaps in student
knowledge and behaviors providing focus for amending future training as well as signaling the
need for student interventions. The survey comes at a point in the curriculum where adjustments
can effect changes in critical behaviors leading to thesis completion.
Data Analysis and Reporting
Collecting data has minimal value unless it transforms into a larger call for change or a
tool for validating the success of a given intervention. Kirkpatrick and Kirkpatrick (2016)
contend the analysis process is dynamic in nature, providing a methodology for instituting
continuous improvements instead of simply reporting on outcomes. However, the analysis must
THESIS COMPLETION

232
be simple to execute, accurately display results, easy to understand, time relevant, and most of
all, impactful (Kirkpatrick & Kirkpatrick, 2016). As the techniques for data analysis within this
study produced statistically significant results within two cohorts of WI students, they serve as
the baseline methodology for the recommendations in this chapter. Collectively, the approach to
data analysis and reporting follows the aforementioned principles, utilizes active and passive
delivery methods, and exploits WI’s current thesis dashboard to personalize student performance
in the development of critical behaviors.
Figure 10 provides a draft conceptual design for incorporating data from the Student
Assessment Survey and thesis proposal data. The Level 3 and 4 data provide leading indicators
of student progression towards thesis completion through analysis of critical behaviors (help
seeking and self-regulation) and the additional of other identified influencers.

Figure 10. Thesis Dashboard Conceptual Design
Adding an ability to filter the data along common subgroups (students with a graduate
degree (GD) depicted in Figure 10) and at the individual level provides the academic leadership
THESIS COMPLETION

233
to pinpoint potential performance concerns. Conditional formatting of data delivers an
opportunity to highlight individual group or student data outside of a predetermined threshold.
The shaded values represent scores below (red) or above (green) the threshold mean for the listed
subgroup.
Although this method is passive, representing a pull of data from a current systems, hard-
copy submission of data for individual training courses, cohorts, or students, and briefings during
weekly or quarterly staff and faculty meetings provides an active or a push option for the
delivery of evaluation data. The options for presenting data extend well beyond quantitative
summaries. Incorporating qualitative data and remarks provides a means for enhancing student
perspectives. Kirkpatrick and Kirkpatrick (2016) suggest the combination of data elements and
presentations adds persuasive power to evaluations and enhances their value to the organization.
Thus, the overarching approach to presenting the data incorporates a variety of disciplines (e.g.,
statistical analysis, marketing, graphic design, database management, etc.) to convey the results
and performance of training evaluations leading towards thesis completion for WI students.
Summary
The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) delivers a
blueprint for establishing a proven and effective method for evaluating training to produce
targeted outcomes. By starting with the end state in mind (Level 4), the design and structure of
the training flows in reverse order from the goal, through the critical behaviors, to the elements
of learning, and ultimately to the training itself (Kirkpatrick & Kirkpatrick, 2016). This
approach to training and evaluation provides an integrated means for assessing formative results,
leading indicators, and summative data. The recommendations included in this chapter, at this
stage, are simply recommendations. Inclusion of the greater academic body at WI following the
THESIS COMPLETION

234
review of the data presented in Chapters 4 and 5 of this dissertation may produce significantly
different approaches. Expectations for the integration of recommendations and implementation
strategies center on the strength of the conceptual frameworks driving the research methodology,
specifically the Clark and Estes (2008) Gap Analytical Framework and training evaluation
through the Kirkpatrick and Kirkpatrick (2016) New World Kirkpatrick Model.
The advantages of combining the two conceptual frameworks reside in the approach to
investigating the source of the performance challenges and the seamless integration with
developing effective solutions to the identified barriers. The robustness of data collected, with
the fortuitous timing associated with two cohorts on parallel time tracks participating in this
study and longitudinal methodology, grounds the training recommendations through substantive
data to support the findings and assertions. Additionally, as the primary recommendations center
on issues surrounding awareness, behaviors, and culture, the necessity for funding increases,
additional human capital, or costly investments in information technology systems are non-
factors. This is not to imply the implementation of change recommendations is not a concern.
Rather, the investment in training and continual evaluation has the potential to produce
significant results with a minimal outlay of resources (human and financial). High expectations
for this study to produce significant change exist within FGU and WI based upon the depth of
research and data collected and, more importantly, on the commitment of WI faculty to address
the challenges preventing students from completing the thesis requirement.
Strengths and Weaknesses of the Approach
The combination of the Clark and Estes (2008) Gap Analytical Framework and
Kirkpatrick and Kirkpatrick (2016) New World Kirkpatrick Model provided an exceptional
framework for researching factors affecting thesis completion and the fundamental development
THESIS COMPLETION

235
of a training program to meet the organizational goal surrounding. The connectedness between
the two frameworks facilitated the transition of turning results into recommendations. Two
additional factors bolster the quality of the study: (a) the research methodology and design; and
(b) relatively large sample size for WI. The longitudinal, explanatory mixed-methods approach
and inclusion of document analysis offered a unique lens to observe the change in student
behaviors and perceptions over time and an unparalleled ability to triangulate data collected from
multiple methods. In doing so, significant findings, supported by two and, in some cases, three
forms of data compose a compelling argument for research-based change.
The standard academic calendar produces three graduating cohorts each year. Following
the delay of a cohort due to government contracting issues, two cohorts overlapped and offered a
unique opportunity to double the total population and to compare cohorts operating form the
west and east coast university venues. In essence, the timing of this singular study captured the
totality of the WI experience. However, as fortuitous as the timing, availability of students, and
overall participation rate were in relation to evaluating a singular cohort of 32 students, the study
possesses some inherent weaknesses.
There are two significant areas of weakness in the study: (a) the singular stakeholder
approach; and (b) the termination of the study prior to one-year post-curriculum completion.
Although the singular stakeholder for this study, the WI students, addressed other stakeholders at
FGU as well as WI faculty, the singular perspective, less the minimal faculty comments included
in the thesis, provides one side of the story. Chair and committee member perspectives may
offer differing opinions, data, and lead to supporting or opposing findings. Similarly, the
termination of the study prior to one-year passing fails to deliver the substantive and
consequential reflections of students to determine potential root causes for failing to complete or
THESIS COMPLETION

236
examine the changes in behaviors that produced a completed thesis. Of note, 70 days following
the combined cohorts’ scheduled graduation, only two of 21 students failing to complete the
thesis prior to graduation submitted completed theses. The four students participating in the
qualitative interview that failed to complete the thesis have yet to finish.
Limitations and Delimitations
Every study faces limitations, whether access or resources, some elements of the study
are always at risk of producing inaccurate or unrepresentative data (Merriam & Tisdell, 2016).
The purpose of this study was to examine the knowledge, motivation, and organizational
influence affecting thesis completion at WI. Due to the nature of the environment and design of
the research, three key limitations were present. First, the selection of a singular stakeholder
group provided a narrow perspective on a complex problem. By selecting the students, the hope
was to understand the thesis completion challenges from their perspective and to receive insights
on organizational barriers effecting their performance. Selecting faculty as the key stakeholder
group was a thoughtful consideration. However, the ability for students to illuminate faculty
issues from a student perspective offered greater benefits than gaining student insights through
the perceptions and reflections of faculty.
Second, as this study addressed items related to personal knowledge and motivation as
well as information that may paint WI institute in a negative light, the potential for less than
truthful answers from respondents represented a limitation. Weiss (1994) acknowledges the
potential threats associated with respondent attempts to maintain a given portrayal of self and
identity or to balance the fear of retribution. The older and experienced demographic of the WI
student population (most have 10-15 years of experience in their current position) mitigated the
unwillingness to answer truthfully. However, inaccurate responses or responses targeting what
THESIS COMPLETION

237
respondents believe to be the correct answer, general reflexivity, consistently represented a study
limitation (Merriam & Tisdell, 2016).
Finally, the WI academic calendar positioned two cohorts for a December 2017
graduation, although this presents a larger student population for a multiphase, longitudinal
study, the timing is compressed. Additionally, as many students did not complete their thesis
within the timeframe of this study, potential data associated with KMO elements may not
manifest during this effort. Thus, outside of the scope of this study, continuation with the effort
from an organizational improvement and understanding perspective is essential.
Alternatively, the design of the study and targeted stakeholders offer several delimitations
of note. First, the focus of the study was sufficiently narrow in both breadth and depth, with the
selected KMO influencers well supported in the literature, to preclude significant tangential
sequels from distracting the overall evaluation. Additionally, the timing of the study from a
student perspective was exceedingly relevant to their personal and professional careers. As such,
an increased willingness to participate, to reflect on current efforts, and to provide feedback on
their potential struggles proved to be both insightful and therapeutic.
Second, the investigator, although purely in an observer’s role, was likely viewed an
insider due to the status as a student, especially as one attempting to complete a major research
project. Merriam and Tisdell (2016) contend critical research is more challenging based on
strong feelings concerning insider or outside beliefs among participants. However, in this
scenario, the common bond between investigator and student, particularly with the shared
struggles associated with competing a thesis or dissertation was an asset to this study. The two
delimitations proved significant, garnering an 86.2% participation rate for the quantitative survey
as well as generating a 50% increase in the number of interviews included in each phase.
THESIS COMPLETION

238
Finally, the investigator’s experiential knowledge of the subject, combined with
knowledge acquired through research, uniquely positions this study for success. Although
differences clearly exist between the respondents’ thesis efforts and those of the investigator’s
dissertation, the similarities were substantial. As such, follow-on or probing questions during the
qualitative interviews illuminated the influence and interaction of the chosen KMO elements.
Future Research
There are two critical areas for future research fundamental to the thesis processes within
WI and generalizable to other DL graduate institutions and programs. Specifically, research
examining the role and influence surrounding the nature of student employment (type of work,
work hours, support for education at work, etc.) and the outreach and support provided students
in the ABT or ABD status following completion of the designated curriculum. Employment data
collected as part of this study offered potential insights into exacerbating factors influencing
thesis completion. However, the decision to refrain from including such data centered on the
desire to safeguard organizational confidentiality. Internal research at WI has yet to examine the
potential differences in performance surrounding employment settings. Nevertheless, WI
students come from distinct professions with unique work environments and settings. Research
examining the potential linkages between a student’s professional culture as it applies to
academic help-seeking and self-regulatory behaviors (the Level 3 critical behaviors) appears as a
logical next step.
Future research focusing on the student ABT experience in the DL environment is
exceptionally relevant with the increase in graduate program availability. Such students struggle
to stay engaged or reengage in residence programs; the DL environment provides an additional
layer of complexity. The KMO factors associated with the myriad of stakeholders are critical to
THESIS COMPLETION

239
understand as these students represent easily forgotten assets for the academic organizations and
larger communities in which they work and reside.
Conclusion
This dissertation examined the knowledge, motivation, and organizational influences
surrounding thesis completion at WI. The impetus for the study centered on providing direction
for achieving the institutions goal of 100% thesis completion within one-year of curriculum
completion. The research questions driving the design, methodology, data analysis, and
recommendations were:
1. What are the knowledge, motivation, and organizational influences related to achieving
the organizational goal?
2. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
The Clark and Estes (2008) Gap Analytical Framework structured the review of literature
which identified seven influencers including three surrounding knowledge (graduate writing,
help seeking, and self-regulation), two involving student motivation (self-efficacy and goal
orientation), and two organizational influences (chair-committee-student interaction and
feedback and student access to university resources). Each influencer, validated through
quantitative, qualitative, and document analysis, identified gaps in student knowledge and
motivation as well as organizational barriers preventing students from completing the thesis
requirement.
Fundamental elements of graduate writing, starting with thesis topic selection, including
the synthesis of literature, and formatting and citation requirements confound student
performance. Critical behaviors associated with help-seeking and self-regulatory processes
THESIS COMPLETION

240
appeared skills essential for completing a thesis. The influence of self-efficacy with the variety
of component tasks required to complete a thesis and the manner in which a student’s goal
orientation, specifically a mastery-approach orientation, assisted in providing the persistence for
the rigor and independent nature of thesis research and writing was apparent. However, the
presence of the imposter phenomena (Clance & Imes, 1978; Kumar & Jagacinski, 2006) among
WI students, or the belief as though they were academic frauds was unexpected.
Organizationally, the ability of the chair, through omission or commission to influence student
behaviors is undeniable. Levels of student self-efficacy rise and fall based upon feedback and
positive and clear feed-forward direction. Finally, university resources easily accessible online
or utilizing face-to-face interactive technologies provide a means of support for students in the
DL environment.
Differences in perceptions and behaviors exist between student subgroups based upon
previous graduate experience and the currency of a student’s previous academic experience.
Students possessing graduate and recent academic experience are more apt to engage in effective
help-seeking and self-regulatory behaviors. More importantly, differences between students
completing and failing to complete the thesis requirement highlight the importance of all
knowledge and motivation influencers on performance. Simply stated, students reporting higher
initial help-seeking, self-regulatory, self-efficacy, and conducive goal orientations not only
completed the thesis requirement, but also demonstrated significant growth in these areas as
compared to the relatively lower initial starting points and limited growth displayed by students
failing to complete the thesis.
Change recommendations follow the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016). The integrated program centers on developing two critical behaviors, student
THESIS COMPLETION

241
help-seeking and self-regulation, through increased knowledge in areas essential to thesis
completion, increased faculty awareness and intervention strategies, and detailed evaluations of
thesis-specific training and student performance. By understanding and identifying critical
behaviors and leading indicators effecting student performance, intervention strategies can
recognize the potential for student disengagement and provide corrective actions for sustaining
student motivation and engagement through the thesis writing process.
THESIS COMPLETION

242
References
Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs.
International Journal of Doctoral Studies, 1, 21–33. https://doi.org/10.28945/58
Allen, I. E., & Seaman, J. (2003). Sizing the Opportunity: The Quality and Extent of Online
Education in the United States, 2002 and 2003. Sloan Consortium (NJ1).
Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States.
Needham, MA: Babson Survey Research Group and Quahog Research Group, LLC.
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Ames, R., & Lau, S. (1982). An attributional analysis of student help-seeking in academic
settings. Journal of Educational Psychology, 74(3), 414 –423. https://doi.org/10.1037/
0022-0663.74.3.414
Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived
academic competence, and grades across the transition to middle-level schools.
Contemporary Educational Psychology, 22(3), 269–298. https://doi.org/10.1006/
ceps.1996.0926
Andrews, M., Schinke, R. J., & Da Costa, J. (2001). Considerations regarding graduate student
persistence. Alberta Journal of Educational Research, 47(4), 341–352.
Anfara, V. A., Jr., & Mertz, N. T. (Eds.). (2014). Theoretical frameworks in qualitative research.
Thousand Oaks, CA: SAGE.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review. 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
THESIS COMPLETION

243
Bandura, A. (1986). Social foundations of thought and action: A social cognitive perspective.
Englewood Cliffs, NJ: Princeton-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in
Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064
Bandura, A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt
(Eds.), Great minds in management (pp. 9–35). Oxford, UK: Oxford University Press.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.),
Self-efficacy beliefs of adolescents (pp. 307–337). Charlotte, NC: Information Age.
Berglas, S., & Jones, E. (1978). Drug choice as a self-handicapping strategy in response to
noncontingent success. Journal of Personality and Social Psychology, 36(4), 405–417.
https://doi.org/10.1037/0022-3514.36.4.405
Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16–20.
Bolman, L., & Deal, T. (2013). Reframing organizations: Artistry, choice and leadership (5th
ed.). San Francisco, CA: Jossey-Bass.
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the
dissertation literature review in research preparation. Educational Researcher, 34(6), 3–
15.
Bornstein, R. (1992). The dependent personality: Developmental, social and clinical
perspectives. Psychological Bulletin, 112(1), 3–23. https://doi.org/10.1037/0033-
2909.112.1.3
Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the PhD. Princeton, NJ: Princeton
University Press. https://doi.org/10.1515/9781400862474
THESIS COMPLETION

244
Breneman, D. W. (1977). Efficiency in graduate education: An attempted reform (Rev ed.). New
York, NY: Ford Foundation.
Brown, R., & Pressley, M. (1994). Self-regulated reading and getting meaning from text: The
transactional strategies instruction model and its ongoing validation. Self-regulation of
learning and performance: Issues and educational applications, 155-179.
Burkholder, G. J., Lenio, J., Holland, N., Seidman, A., Neal, D., Middlebrook, J., & Jobe, R.
(2013). An institutional approach to developing a culture of student persistence. Higher
Learning Research Communications, 3(3), 16–39. https://doi.org/10.18870/hlrc.v3i3.120
Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women:
Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice,
15(3), 241–247. https://doi.org/10.1037/h0086006
Clark, R. E., & Estes, F. (1996). Cognitive task analysis for training. International Journal of
Educational Research, 25(5), 403–417. https://doi.org/10.1016/S0883-0355(97)81235-9
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing, Inc.
Clark, R. E., Howard, K., & Early, S. (2006). Motivational challenges experienced in highly
complex learning environments. Handling complexity in learning environments: Theory
and research, 27-43.
Council of Graduate Schools. (2008). Ph.D. completion project. Retrieved from
http://cgsnet.org/phd-completion-project
Council of Graduate Schools. (2016). Master's completion project. Retrieved from
http://cgsnet.org/masters-completion-project
THESIS COMPLETION

245
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: SAGE.
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s
metacognition and reading comprehension. Journal of Educational Psychology, 80(2),
131–142. https://doi.org/10.1037/0022-0663.80.2.131
Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online
learning. Journal of Online Learning and Teaching, 10(2), 314–324.
De Kleijn, R. A., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s
thesis projects: student perceptions of supervisor feedback. Assessment & Evaluation in
Higher Education, 38(8), 1012–1026.
Dembo, M., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools.
The Elementary School Journal, 100(5), 473–490. https://doi.org/10.1086/499651
Denler, H., Wolters, C., & Benzon, M. (2006). Social cognitive theory. Retrieved from
http://www.education.com/reference/article/social-cognitive-theory/
Department of Defense Office of the General Counsel. (2015). Ethics of contractors in the
workplace and on deployment. Retrieved from http://ogc.osd.mil/defense_ethics/
resource_library/deskbook/contractors_in_federal_workplace.pdf
Doe, L. (2015). Thesis Process [PDF]. Western Institute.
Duranczyk, I. M., Franko, J., Osifuye, S., Barton, A., & Higbee, J. L. (2015). Creating A model
for graduate student inclusion and success. Contemporary Issues in Education Research
(Online), 8(3), 147–157. https://doi.org/10.19030/cier.v8i3.9346
THESIS COMPLETION

246
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-
295X.95.2.256.
Eccles, J. (2006). Expectancy value motivational theory. Retrieved from
http://www.education.com/reference/article/expectancy-value-motivational-theory/
Edwards, B. D., Day, E. A., Arthur Jr, W., & Bell, S. T. (2006). Relationships among team
ability composition, team mental models, and team performance. Journal of Applied
Psychology, 91(3), 727.
Ehrenberg, R. G., Zuckerman, H., Groen, J. A., & Brucker, S. M. (2009). How to help graduate
students reach their destination. The Chronicle of Higher Education, 56(8), A38.
Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Pacific Grove, CA:
Brooks/Cole.
Ewing, H., Mathieson, K., Alexander, J. L., & Leafman, J. (2012). Enhancing the acquisition of
research skills in online doctoral programs: The ewing model©. Journal of Online
Learning and Teaching, 8(1), 34.
Flesch, R. (n.d.). How to write plain English. Retrieved from
http://www.mang.canterbury.ac.nz/writing_guide/writing/flesch.shtml.
Ford, J. K., & Weissbein, D. A. (1997). Transfer of training: An updated review and analysis.
Performance improvement quarterly, 10(2), 22–41. https://doi.org/10.1111/j.1937-
8327.1997.tb00047.x
Fowler, F. J. (2009). Survey research methods (4
th
ed.) Thousand Oaks, CA: Sage.
THESIS COMPLETION

247
Gaffner, J. M., & Wilson, C. M. (2015). An investigation of factors contributing to all but
dissertation status: Doctor of education students. Administrative Issues Journal, 5(3), 89–
96.
Gall, S. N. L. (1985). Chapter 2: Help-Seeking Behavior in Learning. Review of Research in
Education, 12(1), 55–90. https://doi.org/10.3102/0091732X012001055
Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
36(1), 45–56. https://doi.org/10.1207/S15326985EP3601_5
Garcia, M. E. (1987). Preventing the "all but thesis" phenomenon (Doctoral dissertation) (pp. 1-
145). Retrieved from ProQuest Dissertations Publishing. (8721478)
Garcia, M. E., Malott, R. W., & Brethower, D. (1988). A system of thesis and dissertation
supervision: Helping graduate students succeed. Teaching of Psychology, 15(4), 186–
191.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential
in higher education. The Internet and Higher Education, 7(2), 95–105.
https://doi.org/10.1016/j.iheduc.2004.02.001
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based
environment: Computer conferencing in higher education. The Internet and Higher
Education 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2003). A theory of critical inquiry in online
distance education. Handbook of Distance Education, 1, 113–127.
THESIS COMPLETION

248
Gibbs, Y. D. (2012). Graduates' Perceived and measurable changes in writing through one
Ed.D. Program (Doctoral dissertation). Retrieved from ProQuest Dissertations
Publishing. (3560924)
Glesne, C. (2011). But is it ethical? Considering what is “right.” In Becoming qualitative
researchers: An introduction (4th ed.) (pp. 162–183). Boston, MA: Pearson.
Golde, C. M. (2005). The role of the department and discipline in doctoral student attrition:
Lessons from four departments. The Journal of Higher Education, 76(6), 669–700.
https://doi.org/10.1080/00221546.2005.11772304.
Green, R., & Bowser, M. (2002). Managing thesis anxiety: A faculty-librarian partnership to
guide off-campus graduate education students through the thesis process. Journal of
Library Administration, 37(3-4), 341–354.
Greene, J. C. (2007). Mixed methods in social inquiry (Vol. 9). Hoboken, NJ: John Wiley &
Sons.
Grossman, R., & Salas, E. (2011). The transfer of training: What really matters. International
Journal of Training and Development, 15(2), 103–120.
Hara, N. (2000). Student distress in a web-based distance education course. Information,
Communication & Society, 3(4), 557–579. https://doi.org/10.1080/13691180010002297
Hartman, H., & Sternberg, R. J. (1992). A broad BACEIS for improving thinking. Instructional
Science, 21(5), 401–425. https://doi.org/10.1007/BF00121204
Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their
relation and their role in adaptive motivation. Motivation and Emotion, 16(3), 231–247.
https://doi.org/10.1007/BF00991653
THESIS COMPLETION

249
Hill, R. (1998). What sample size is “enough” in internet survey research. Interpersonal
Computing and Technology: An electronic journal for the 21st century, 6(3-4), 1-12.
Hirabayashi, K. E. (2005). The role of parental style on self-handicapping and defensive
pessimism in Asian American college students (Doctoral dissertation). Retrieved from
ProQuest Dissertations Publishing. (3196815)
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2016). Graduate students as academic writers:
Writing anxiety, self-efficacy and emotional intelligence. Higher Education Research &
Development, 36(4), 716–729.
Ivankova, N. V., & Stick, S. L. (2007). Students’ persistence in a distributed doctoral program in
educational leadership in higher education: A mixed methods study. Research in Higher
Education, 48(1), 93–135. https://doi.org/10.1007/s11162-006-9025-4
Johnson, R. B., & Christensen, L. B. (2015). Educational research: Quantitative, qualitative,
and mixed approaches (5th ed.). Thousand Oaks, CA: SAGE.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory.
Educational Psychology Review, 19(2), 141–184. https://doi.org/10.1007/s10648-006-
9012-5
Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About
MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59(4), 441 –
450. https://doi.org/10.1016/j.bushor.2016.03.008
Kelley, M. J. M., & Salisbury-Glennon, J. D. (2016). The role of self-regulation in doctoral
students’ status of all but dissertation (ABD). Innovative Higher Education, 41(1), 87-
100. doi:10.1007/s10755-015-9336-5
THESIS COMPLETION

250
Kennedy, D. H., Terrell, S. R., & Lohle, M. (2015). A grounded theory of persistence in a
limited-residency doctoral program. The Qualitative Report, 20(3), 215–230.
Kincaid, J. P., Fishburne, R. P., Jr., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new
readability formulas (automated readability index, fog count and flesch reading ease
formula) for navy enlisted personnel (No. RBR-8-75). Naval Technical Training
Command Millington TN Research Branch.
Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels. San Francisco, CA:
Berrett-Koehler.
Kirkpatrick, D. L., Kirkpatrick, J. D., & Ebooks Corporation. (2006). Evaluating training
programs: The four levels (3rd ed.). San Francisco, CA: Berrett-Koehler.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
Alexandria, VA: Association for Talent Development.
Kirschner, P., Kirschner, F., & Paas, F. (2006). Cognitive load theory. Retrieved from
http://www.education.com/reference/article/cognitive-load-theory/
Knowles, M. S., Holton, E. F., III., & Swanson, R. A. (2014). The adult learner: The definitive
classic in adult education and human resource development. Abingdon, UK: Routledge.
Koncel, M. A., & Carney, D. (1992). When worlds collide: Negotiating between academic and
professional discourse in a graduate school social work program. Paper presented at the
43rd Annual Meeting of the Conference on College Composition and Communication.
Cincinnati, OH.
Kotter, J. (2007). Leading change: Why transformation efforts fail. Harvard Business Review,
85(1), 97–103.
THESIS COMPLETION

251
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice,
41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Kumar, S., & Jagacinski, C. M. (2006). Imposters have goals too: The imposter phenomenon and
its relationship to achievement goal theory. Personality and Individual Differences,
40(1), 147–157. https://doi.org/10.1016/j.paid.2005.05.014
Lagstedt, A., & Kauppinen, R. (2011). Supporting graduation with thesis intensive.
Interdisciplinary Studies Journal, 1(3), 29–37
LaVallie, C., & Melrose, S. (2005). Skills for succeeding in online graduate studies. Academic
Exchange Quarterly, 9(3), 176–182.
Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate Students. Educational
Psychology: An International Journal of Experimental Educational Psychology, 27(6),
807–822. https://doi.org/10.1080/01443410701366001
Lee, A., & Atchison, C. (2009). Writing for the doctorate and beyond. In D. Boud & A. Lee
(Eds.), Changing practices of doctoral education (pp. 87–99). Abingdon, UK: Routledge.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice
and future research. Educational Technology Research and Development, 59(5), 593–
618. https://doi.org/10.1007/s11423-010-9177-y
Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success
among doctoral students in social work. Journal of Social Work Education, 45(3), 481–
497.
Linder, J. R., Murphy, T. H., Wingenbach, G. J., & Kelsey, K. D. (2004). Written
communication competencies: Strengths and weaknesses of agricultural education
graduate students. NACTA Journal, 48(4), 31–38.
THESIS COMPLETION

252
Lindsay, S. (2015). What works for doctoral students in completing their thesis? Teaching in
Higher Education, 20(2), 183–196.
Lindsley, D., Brass, D., & Thomas, J. (1995). Efficacy-performance spirals: A multilevel
perspective. The Academy of Management Review, 20(3), 645–678.
Locke, L. A., & Boyle, M. (2016). Avoiding the A.B.D. abyss: A grounded theory study of a
dissertation-focused course for doctoral students in an educational leadership program.
The Qualitative Report, 21(9), 1574–1593.
Lovitts, B. (2001). Leaving the ivory tower: The causes and consequences of departure from
doctoral study. Lanham, UK: Rowman & Littlefield.
Lucas, B. J., & Nordgren, L. F. (2015). People underestimate the value of persistence for creative
performance. Journal of Personality and Social Psychology, 109(2), 232–243.
https://doi.org/10.1037/pspa0000030
Maxwell, J. A. (2012). Qualitative research design: An interactive approach (Vol. 41).
Thousand Oak, CA: SAGE.
Mayer, R. E. (2011). How learning works. Applying the science of learning. Boston, MA:
Pearson Education.
McCarthy, G. (2015). Motivating and enabling adult learners to develop research skills.
Australian Journal of Adult Learning, 55(2), 309–330.
McEwan, E. K., & McEwan, P. J. (2003). Making sense of research. Thousand Oaks, CA:
SAGE.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). San Francisco, CA: Jossey-Bass.
THESIS COMPLETION

253
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook. Beverly
Hills, CA: SAGE.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning.
Belmont, CA: Cengage Learning.
O’Neill, D. K., & Sai, T. H. (2014). Why not? examining college students’ reasons for avoiding
an online course. Higher Education, 68(1), 1–14. https://doi.org/10.1007/s10734-013-
9663-3
Okahana, H., Feaster, K., & Allum, J. (2016). Graduate enrollment and degrees: 2005 to 2015.
Washington, DC: Council of Graduate Schools.
Ondrusek, A. L. (2012). What the research reveals about graduate students’ writing skills: A
literature review. Journal of Education for Library and Information Science, 53(3), 176–
188.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research,
66(4), 543–578. https://doi.org/10.3102/00346543066004543
Pajares, F. (2006). Self-efficacy theory. Retrieved from
http://www.education.com/reference/article/self-efficacy-theory/
Park, C. L., Boman, J., Care, W. D., Edwards, M., & Perry, B. (2009). Persistence and attrition:
What is being measured? Journal of College Student Retention, 10(2), 223 –233.
https://doi.org/10.2190/CS.10.2.g
Pemberton, C. L. A. (2012). A “how-to” guide for the education thesis/dissertation process.
Kappa Delta Pi Record, 48(2), 82–86.
Peterson, R. A. (1994). A meta-analysis of Cronbach's coefficient alpha. Journal of consumer
research, 21(2), 381–391. https://doi.org/10.1086/209405
THESIS COMPLETION

254
Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the
motivated strategies for learning questionnaire MSLQ. Retrieved from
http://eric.ed.gov/?id=ED338122
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation
terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92–
104. https://doi.org/10.1006/ceps.1999.1017
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in
learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.
https://doi.org/10.1037/0022-0663.95.4.667
Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what
is the effect? Assessment & Evaluation in Higher Education, 35(3), 277–289.
https://doi.org/10.1080/02602930903541007
Rauf, F. A. (2016). Challenges of thesis work: Towards minimizing the non-completion rate in
the postgraduate degree program. European Journal of Business and Management, 8(7),
113–124.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological
environment and early adolescents' psychological and behavioral functioning in school:
The mediating role of goals and belonging. Journal of Educational Psychology, 88(3),
408–422. https://doi.org/10.1037/0022-0663.88.3.408
Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Improving students’ help-
seeking skills using metacognitive feedback in an intelligent tutoring system. Learning
and Instruction, 21(2), 267–280. https://doi.org/10.1016/j.learninstruc.2010.07.004
THESIS COMPLETION

255
Roscoe, J. T. (1975). Fundamental research statistics for the behavioral sciences. New York,
NY: Holt Rinehart & Winston.
Rubin, H. J., & Rubin, I. S. (2012). Conversational partnerships. In Qualitative interviewing: The
art of hearing data (3rd ed., pp. 85–92). Thousand Oaks, CA: SAGE.
Rueda, R. (2011). The 3 dimensions of improving student performance. New York, NY:
Teachers College Press.
Salkind, N. J. (2016). Statistics for people who (think they) hate statistics. Thousand Oaks, CA:
SAGE.
Santicola, L. (2013). Pressing on: Persistence through a doctoral cohort program in education.
Contemporary Issues in Education Research (Online), 6(2), 253–263.
https://doi.org/10.19030/cier.v6i2.7736
Schein, E. H. (2017). Organizational culture and leadership (5th ed.). Hoboken, NJ: John Wiley
& Sons.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York,
NY: Basic Books.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science, 26(1-2),
113–125. https://doi.org/10.1023/A:1003044231033
Schraw, G., & Lehman, S. (2009). Interest. Retrieved from http://www.education.com/reference/
article/interest/
Schraw, G., & McCrudden, M. (2006). Information processing theory. Retrieved from http://
www.education.com/reference/article/information-processing-theory/
Scott, S., & Palinscar, A. (2006). Sociocultural theory. Retrieved from http://www.education.
com/ reference/article/sociocultural-theory/
THESIS COMPLETION

256
Senge, P. M. (1990). The leader’s new work: Building learning organizations. Sloan
Management Review, 32(1), 7-23.
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New
York, NY: Doubleday.
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy
mechanisms in reading and writing achievement. Journal of Educational Psychology,
81(1), 91 –100. https://doi.org/10.1037/0022-0663.81.1.91
Shepherd, J., & Nelson, B. M. (2012). Balancing act: A phenomenological study of female adult
learners who successfully persisted in graduate studies. The Qualitative Report, 17(39),
1–21.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–
189. ttps://doi.org/10.3102/0034654307313795
Silinda, F. T., & Brubacher, M. R. (2016). Distance learning postgraduate student stress while
writing a dissertation or thesis. International Journal of E-Learning & Distance
Education, 32(1), 1–15.
Simpson, S. (2012). The problem of graduate-level writing support: Building a cross-campus
graduate writing initiative. WPA: Writing Program Administration, 36(1), 95–118.
Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral
candidates attribute to their persistence. International Journal of Doctoral Studies, 7,
199–219. https://doi.org/10.28945/1589
Spitzer, D. R. (1995). Supermotivation: A blueprint for energizing your organization from top to
bottom. Nashville, TN: AMACOM Division American Management Association.
THESIS COMPLETION

257
Student Loan Hero, Inc. (2018). A look at the shocking student loan debt statistics for 2018.
Retrieved from https://studentloanhero.com/student-loan-debt-statistics/
Sundstrom, C. J. (2014). The graduate writing program at the University of Kansas: An inter-
disciplinary, rhetorical genre-based approach to developing professional identities. In
Composition Forum, 29.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning
and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Taris, T. W. (2000). A primer in longitudinal data analysis. Thousand Oaks, CA: SAGE.
Tashakkori, A., & Teddlie, C. (2010). Putting the human back in ‘‘human research
methodology:” The researcher in mixed methods research. The Journal of Mixed Methods
Research, 4(4), 271–277. https://doi.org/10.1177/1558689810382532
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of
Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research method (2nd ed.). New
York, NY: Wiley.
Taylor, S. S., & Brown, J. D. (1988). Illusion and well-being: A social psychological
perspective. Psychological Bulletin, 103(2), 193–210.
Terrell, S. R., Snyder, M. M., & Dringus, L. P. (2009). The development, validation, and
application of the Doctoral Student Connectedness Scale. The Internet and Higher
Education, 12(2), 112–116. https://doi.org/10.1016/j.iheduc.2009.06.004
Terrell, S. R., Snyder, M. M., Dringus, L. P., & Maddrey, E. (2012). A grounded theory of
connectivity and persistence in a limited residency doctoral program. The Qualitative
Report, 17(31), –14.
THESIS COMPLETION

258
Thompson, T., Foreman, P., & Martin, F. (2000). Impostor fears and perfectionistic concern over
mistakes. Personality and Individual Differences, 29(4), 629–647.
https://doi.org/10.1016/S0191-8869(99)00218-4
Tilghman, A. (2015, August 25). DoD plans to send more officers to civilian grad schools.
Retrieved from http://www.militarytimes.com/story/military/benefits/education/2015/
08/20/graduate-school-proposals/32063579/
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research.
Review of Educational Research, 45(1), 89–125. https://doi.org/10.3102/
00346543045001089
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition, (2nd ed.),
Chicago, IL: The University of Chicago Press.
Tinto, V. (1997). Colleges as communities: Exploring the educational character of student
persistence. The Journal of Higher Education, 68, 599–623.
Tinto, V. (2006). Research and practice of student retention: What next? Journal of College
Student Retention: Research, Theory & Practice, 8(1), 1–19. https://doi.org/10.2190/
4YNU-4TMB-22DJ-AN4W
Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago, IL: University of
Chicago. https://doi.org/10.7208/chicago/9780226804545.001.0001
Tracy, S. J. (2013). Qualitative research methods. Oxford, UK: Wiley-Blackwell.
Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in
students’ use of self-handicapping strategies. American Educational Research Journal,
35,(1), 101–122. https://doi.org/10.3102/00028312035001101
THESIS COMPLETION

259
Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality
and Social Psychology Review, 1(2), 170–182.
https://doi.org/10.1207/s15327957pspr0102_4
VandeWalle, D. (1997). Development and validation of a work domain goal orientation
instrument. Educational and Psychological Measurement, 57(6), 995–1015.
https://doi.org/10.1177/0013164497057006009
VandeWalle, D. (2004). A goal orientation model of feedback-seeking behavior. Human
Resource Management Review, 13(4), 581–604. https://doi.org/10.1016/
j.hrmr.2003.11.004
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the
feedback-seeking process. Journal of Applied Psychology, 82(3), 390–400.
https://doi.org/10.1037/0021-9010.82.3.390
VandeWalle, D., Cron, W. L., & Slocum, J. W., Jr. (2001). The role of goal orientation following
performance feedback. Journal of Applied Psychology, 86(4), 629–640. https://doi.org/
10.1037/0021-9010.86.4.629.
Varney, J. J. (2003). A study of the relationships among doctoral program components and
dissertation self-efficacy on dissertation progress (Doctoral dissertation). Retrieved from
ProQuest Dissertations Publishing. (3171591)
Varney, J. J. (2010). The role of dissertation self-efficacy in increasing dissertation completion:
Sources, effects and viability of a new self-efficacy construct. College Student Journal,
44(4), 932–947.
Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview
studies. New York, NY: The Free Press.
THESIS COMPLETION

260
Wilson, J. P. (2008). Reflecting-on-the-future: A chronological consideration of reflective
practice. Reflective Practice: International and Multidisciplinary Perspectives, 9(2),
177–184. https://doi.org/10.1080/14623940802005525
Wolcott, H. F. (2005). The art of fieldwork. Walnut Creek, CA: Rowman Altamira.
Yough, M., & Anderman, E. (2006). Goal orientation theory. Retrieved from
http://www.education.com/reference/article/goal-orientation-theory/
Yurdugül, H. (2008). Minimum sample size for Cronbach’s coefficient alpha: A Monte-Carlo
study. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 397–405.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J.
Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement:
Theory, research, and practice (pp. 1–25). New York, NY: Springer-Verlag.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing class
attainment. American Educational Research Journal, 31, 845–862.
https://doi.org/10.3102/00028312031004845
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive
perspective. Contemporary Educational Psychology, 22(1), 73–101. https://doi.org/
10.1006/ceps.1997.0919
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners:
Beyond achievement to self-efficacy. Washington, DC: American Psychological
Association.

THESIS COMPLETION

261
APPENDIX A: Quantitative Survey (Phase I)
Introduction
Dear Participant:
My name is Marc Pritchard and I am a doctoral student at the University of Southern
California as well as a contract program manager (all identifiable information regarding the
organization in this study will be removed for final dissertation) supporting Western Institute
(WI). My role at WI provides oversight and direct management of operations and logistics, I
have no role, authority concerning grading, or assessments of student performance. For my
dissertation, I am examining thesis completion within WI, specifically student knowledge,
student motivation, and organizational influences that affect thesis completion. As you are fully
immersed in the thesis process, I am inviting you to participate in this research study by
completing the attached surveys. The following questionnaire will require approximately 10
minutes to complete. There is no compensation for responding nor is there any known risk. All
information will remain confidential and no personally identifiable information provided to WI
faculty or staff. Please create a six-digit number that you can retain for a follow-on survey in
December. The methodology for this study is a multiphase, mixed-methods approach. At the
end of the quantitative survey, you will be asked if you will be willing to participate in a
qualitative interview. Participation is strictly voluntary and you may refuse to participate at any
time. The data collected will provide useful information regarding thesis completion at WI and
will benefit future cohorts.

THESIS COMPLETION

262
General Questions
i) Select a six-digit code (Please record and retain your code for Phase II of the survey)
ii) Cohort (1601/1602 or 1603/1604)
iii) Gender: Male / Female / Decline to Comment
iv) Age: 20-29 / 30-39 / 40-49 / 50-59 / 60-69 / 70 or older / Decline to Comment
v) Ethnicity: White / Hispanic or Latino / Black or African American / Native American or
American Indian / Asian / Pacific Islander / Other / Decline to Comment
vi) Select your professional background (list of options based upon known student
backgrounds)
vii) When did you complete your undergraduate study (year)?
viii) What was your undergraduate major (open ended / BA or BS)?
ix) Have you earned a graduate degree (yes / no)?
x) If yes, what year did you complete?
xi) If yes, did your program have a thesis or dissertation requirement (yes / no)?
Knowledge – General Thesis Production (select from provided list)
1. From your experience or perceptions, please rank (via a drag and drop) the following
thesis elements from most challenging (1) to least challenging (7): topic selection, finding
relevant research, synthesizing literature, general writing, formatting and citations, data
collection, data analyses (Boote & Beile, 2005; Varney, 2003, 2010; Zimmerman &
Bandura, 1994).
Knowledge – Help-seeking (6-point Likert scale)
2. When I am having difficulty, I typically try to work through my thesis challenges on my
own (modified from Pintrich et al., 1991).
THESIS COMPLETION

263
3. I typically ask my chair or committee member to clarify thesis related concepts I do not
understand (modified from Pintrich et al., 1991).
4. I am satisfied with the support provided by my chair when I ask for help (modified from
Pintrich et al., 1991).
5. I ask other students for help on thesis topics I do not understand (modified from Pintrich
et al., 1991).
6. I am satisfied with the support provided by other students when I ask for help (modified
from Pintrich et al., 1991).
Knowledge – Self-Regulation (6-point Likert scale)
7. I regularly set goals for myself concerning thesis writing (based upon Dembo & Eaton,
2000).
8. I am very organized in my approach to working on my thesis (based upon Dembo &
Eaton, 2000).
9. I usually conduct thesis work in a place where I can concentrate (modified from Pintrich
et al., 1991).
10. I have a regular schedule for working on my thesis (based upon Dembo & Eaton, 2000).
11. I find it easy to break thesis requirements into manageable sections (based upon Dembo
& Eaton, 2000).
Motivation – Self-Efficacy (0-100 percentage scale based upon Bandura (2006))
12. I am confident I can organize sentences into a paragraph to express a singular theme
(modified from Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
13. I am confident I can write a graduate level paper with proper organization, citations, and
references (modified from Lavelle & Bushrow, 2007; Shell et al., 1989).
THESIS COMPLETION

264
14. I am confident I can complete the research requirements for a thesis (modified from
Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
15. I am confident I can write the literature review component of a thesis (modified from
Varney, 2003).
16. I am confident I can effectively interpret the results obtained from statistical analyses
(quantitative) or content analyses (qualitative) (modified from Varney, 2003).
17. I am confident I can write at the appropriate level to complete a thesis (modified from
Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
Motivation – Goal Orientation (6-point Likert scale/only included on initial survey)
18. I am willing to pursue a challenging assignment if there is an opportunity to learn
(modified from Pintrich et al., 1991; VandeWalle, 1997).
19. I enjoy developing new skills even at the risk of being unsuccessful (modified from
VandeWalle, 1997).
20. If I try hard enough, I can understand and discuss complex information (modified from
Pintrich et al., 1991).
21. Mastering the information encompassing my thesis topic is more important than meeting
thesis production deadlines (modified from Pintrich et al., 1991).
22. I generally ask for feedback concerning my thesis even if I have to make additional edits
or rewrite significant portions of my thesis (modified from Pintrich et al., 1991).
Organizational – Chair-Committee-Student Interaction and Feedback (6-point Likert scale)
23. On average, I communicate with my thesis chair (more than once a week, weekly, every
other week, once a month, every other month, less than every other month) (modified
from Kennedy et al., 2015; Terrell et al., 2009, 2012).
THESIS COMPLETION

265
24. I am satisfied with the frequency of communication with my chair (modified from
Kennedy et al., 2015; Terrell et al., 2009, 2012).
25. My thesis chair provides constructive feedback (modified from De Kleijn et al., 2013;
Kennedy et al., 2015; Terrell et al., 2009, 2012).
26. My thesis chair provides timely feedback (modified from De Kleijn et al., 2013; Kennedy
et al., 2015; Terrell et al., 2009, 2012).
27. I am satisfied with the timeliness of feedback from my chair (modified from De Kleijn et
al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
28. I am able to freely discuss ideas I have for my thesis with my chair and committee
(modified from De Kleijn et al., 2013; Terrell et al., 2009, 2012).
29. I am satisfied with the interaction I have with my committee members (modified from De
Kleijn et al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
30. I am satisfied with the feedback I receive from my committee members (modified from
De Kleijn et al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
Organizational – Student Access to University Resources (6-point Likert scale)
31. I utilize the following university resources to help me with my thesis (select all that
apply): Writing Center, Library, Digital Library “Ask a Librarian,” Other (please
specify), None (based upon Boote & Beile, 2005; Green & Bowser, 2002; Ivankova &
Stick, 2007).
32. I can easily access the Writing Center (based upon Boote & Beile, 2005; Ivankova &
Stick, 2007).
33. I am satisfied with the assistance from the Writing Center (based upon Boote & Beile,
2005; Ivankova & Stick, 2007).
THESIS COMPLETION

266
34. I can easily access on-campus library resources (based upon Boote & Beile, 2005; Green
& Bowser, 2002).
35. I am satisfied with the assistance from on-campus library resources (based upon Boote &
Beile, 2005; Green & Bowser, 2002).
36. I am satisfied with the communication methods used by my thesis chair when I am not in-
residence (modified from Kennedy et al., 2015).
37. Overall, I am satisfied with the support I have received from university resources
(modified from Green & Bowser, 2002; Ivankova & Stick, 2007; Kennedy et al., 2015;
Terrell et al., 2012).
Follow-On Qualitative Interview Details
This study involves a follow-on qualitative interview. To understand the thesis
production process from the perspective of the WI students, the interviews contain the following
requirements:
1. Participate in two interviews (one during this in-residence and one in December)
2. Each interview will last approximately one hour
3. Provide a copy of your thesis proposal and final thesis (or most recent draft) for analysis
Participation is voluntary and all information will remain confidential. The interviews will be
recorded and transcripts will be provided for your review, edits, redactions, and approval before
any comments are used in this study. The data will be retained on government systems for seven
years, and then properly destroyed. No identifying information will be included within the data.
If you are interested, email me (Marc Pritchard) at XXX.

Thank you for participating in this survey.
THESIS COMPLETION

267
APPENDIX B: Quantitative Survey (Phase II)
Introduction
Dear Participant:
My name is Marc Pritchard and I am a doctoral student at the University of Southern
California as well as a contract program manager (all identifiable information regarding the
organization in this study will be removed for final dissertation) supporting Western Institute
(WI). My role at WI provides oversight and direct management of operations and logistics, I
have no role, authority concerning grading, or assessments of student performance. For my
dissertation, I am examining thesis completion within WI, specifically student knowledge,
student motivation, and organizational influences that affect thesis completion. As you are fully
immersed in the thesis process, I am inviting you to participate in this research study by
completing the attached surveys. The following questionnaire will require approximately 10
minutes to complete. There is no compensation for responding nor is there any known risk. All
information will remain confidential and no personally identifiable information provided to WI
faculty or staff. Please create a six-digit number that you can retain for a follow-on survey in
December. The methodology for this study is a multiphase, mixed-methods approach. At the
end of the quantitative survey, you will be asked if you will be willing to participate in a
qualitative interview. Participation is strictly voluntary and you may refuse to participate at any
time. The data collected will provide useful information regarding thesis completion at WI and
will benefit future cohorts.

THESIS COMPLETION

268
General Questions
i) Select a six-digit code (Please record and retain your code for Phase II of the survey)
Knowledge – General Thesis Production (select from provided list)
1. From your experience or perceptions, please rank (via a drag and drop) the following
thesis elements from most challenging (1) to least challenging (7): topic selection, finding
relevant research, synthesizing literature, general writing, formatting and citations, data
collection, data analyses (Boote & Beile, 2005; Varney, 2003, 2010; Zimmerman &
Bandura, 1994).
Knowledge – Help-seeking (6-point Likert scale)
2. When I am having difficulty, I typically try to work through my thesis challenges on my
own (modified from Pintrich et al., 1991).
3. I typically ask my chair or committee member to clarify thesis related concepts I do not
understand (modified from Pintrich et al., 1991).
4. I am satisfied with the support provided by my chair when I ask for help (modified from
Pintrich et al., 1991).
5. I ask other students for help on thesis topics I do not understand (modified from Pintrich
et al., 1991).
6. I am satisfied with the support provided by other students when I ask for help (modified
from Pintrich et al., 1991).
Knowledge – Self-Regulation (6-point Likert scale)
7. I regularly set goals for myself concerning thesis writing (based upon Dembo & Eaton,
2000).
THESIS COMPLETION

269
8. I am very organized in my approach to working on my thesis (based upon Dembo &
Eaton, 2000).
9. I usually conduct thesis work in a place where I can concentrate (modified from Pintrich
et al., 1991).
10. I have a regular schedule for working on my thesis (based upon Dembo & Eaton, 2000).
11. I find it easy to break thesis requirements into manageable sections (based upon Dembo
& Eaton, 2000).
Motivation – Self-Efficacy (0-100 percentage scale based upon Bandura (2006))
12. I am confident I can organize sentences into a paragraph to express a singular theme
(modified from Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
13. I am confident I can write a graduate level paper with proper organization, citations, and
references (modified from Lavelle & Bushrow, 2007; Shell et al., 1989).
14. I am confident I can complete the research requirements for a thesis (modified from
Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
15. I am confident I can write the literature review component of a thesis (modified from
Varney, 2003).
16. I am confident I can effectively interpret the results obtained from statistical analyses
(quantitative) or content analyses (qualitative) (modified from Varney, 2003).
17. I am confident I can write at the appropriate level to complete a thesis (modified from
Lavelle & Bushrow, 2007; Shell et al., 1989, Varney, 2003).
Motivation – Goal Orientation (6-point Likert scale/only included on initial survey)
18. I am willing to pursue a challenging assignment if there is an opportunity to learn
(modified from Pintrich et al., 1991; VandeWalle, 1997).
THESIS COMPLETION

270
19. I enjoy developing new skills even at the risk of being unsuccessful (modified from
VandeWalle, 1997).
20. If I try hard enough, I can understand and discuss complex information (modified from
Pintrich et al., 1991).
21. Mastering the information encompassing my thesis topic is more important than meeting
thesis production deadlines (modified from Pintrich et al., 1991).
22. I generally ask for feedback concerning my thesis even if I have to make additional edits
or rewrite significant portions of my thesis (modified from Pintrich et al., 1991).
Organizational – Chair-Committee-Student Interaction and Feedback (6-point Likert scale)
23. On average, I communicate with my thesis chair (more than once a week, weekly, every
other week, once a month, every other month, less than every other month) (modified
from Kennedy et al., 2015; Terrell et al., 2009, 2012).
24. I am satisfied with the frequency of communication with my chair (modified from
Kennedy et al., 2015; Terrell et al., 2009, 2012).
25. My thesis chair provides constructive feedback (modified from De Kleijn et al., 2013;
Kennedy et al., 2015; Terrell et al., 2009, 2012).
26. My thesis chair provides timely feedback (modified from De Kleijn et al., 2013; Kennedy
et al., 2015; Terrell et al., 2009, 2012).
27. I am satisfied with the timeliness of feedback from my chair (modified from De Kleijn et
al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
28. I am able to freely discuss ideas I have for my thesis with my chair and committee
(modified from De Kleijn et al., 2013; Terrell et al., 2009, 2012).
THESIS COMPLETION

271
29. I am satisfied with the interaction I have with my committee members (modified from De
Kleijn et al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
30. I am satisfied with the feedback I receive from my committee members (modified from
De Kleijn et al., 2013; Kennedy et al., 2015; Terrell et al., 2009, 2012).
Organizational – Student Access to University Resources (6-point Likert scale)
31. I utilize the following university resources to help me with my thesis (select all that
apply): Writing Center, Library, Digital Library, “Ask a Librarian,” Other (please
specify), None (based upon Boote & Beile, 2005; Green & Bowser, 2002; Ivankova &
Stick, 2007).
32. I can easily access the Writing Center (based upon Boote & Beile, 2005; Ivankova &
Stick, 2007).
33. I am satisfied with the assistance from the Writing Center (based upon Boote & Beile,
2005; Ivankova & Stick, 2007).
34. I can easily access on-campus library resources (based upon Boote & Beile, 2005; Green
& Bowser, 2002).
35. I am satisfied with the assistance from on-campus library resources (based upon Boote &
Beile, 2005; Green & Bowser, 2002).
36. I am satisfied with the communication methods used by my thesis chair when I am not in-
residence (modified from Kennedy et al., 2015).
37. Overall, I am satisfied with the support I have received from university resources
(modified from Green & Bowser, 2002; Ivankova & Stick, 2007; Kennedy et al., 2015;
Terrell et al., 2012).

THESIS COMPLETION

272
APPENDIX C: Interview Protocol (Phase I)
Opening Discussion
The following narrative provides an overview of the introductory discussion. Following
recommendations from Merriam and Tisdell (2016), and Taylor and Bogdan (1984), the
structural elements of this phase include: (a) motives, intentions, and purpose of the study; (b)
protection of anonymity; (c) content inclusion authority; (d) any remuneration for participation;
and (e) interview logistics. Although the presentation of the questions appears sequential, the
goal in the interviews is to allow for a fluid dialogue between the investigator and respondent.
Thus, the general question in each area, designated by the (G), may prove to be the only question
required based upon respondent comments. The probing questions, designated by the (P), serve
as a means of pulling additional or amplifying information if answers appear incomplete.
For purposes of this paper, the following acronyms precede the stated questions defining
the nature of the question:
(I) Introductory or informational question
(K#) Key knowledge influences for this study; each key knowledge influence is
numbered (question not asked to student, provided for informational purposes)
(M#) Key motivation influence for this study (question not asked to student, provided
for informational purposes)
(O#) Key organizational influence for this study (question not asked to student,
provided for informational purposes)
(G) General question to initiate the discussion concerning a given KMO influence
(P) Probing or follow-up question
(T) Transition statement
THESIS COMPLETION

273
Introduction
I will read the following text to the interviewee:
I am Marc Pritchard, a doctoral student at the University of Southern California.
Additionally, I serve as the Program Manager on the Operations and Logistics contract
supporting the Western Institute (WI). This study is examining the knowledge,
motivation, and organizational influences related to student thesis completion at the WI.
My goal is to uncover any gaps preventing WI students from completing the thesis within
one-year of curriculum completion. Findings from this study will provide the basis for
change initiatives targeting identified gaps. Although I identify WI by name in this
discussion, pseudonyms replace all references to the organization, people, or any other
personally or organizationally identifiable information produced in the dissertation. All
information provided in this interview will remain confidential. Participation in this
study voluntarily, there is no penalty for refusing to take part or terminating the study at
any time.
Do you have any questions concerning the purpose of the study, the protection,
and anonymity of information, and your voluntary right to participate or terminate your
participation at any time?
With your permission, I will be recording and transcribing this interview to
facilitate analysis. A copy of which will be provided to you. Again, if you decide to end
the interview, you may do so at any time. Finally, I anticipate the interview to last about
an hour.
Do you have any questions at this time? Let me turn on the recorder.

THESIS COMPLETION

274
Interview Questions
Opening
(I) How long have you been in your current position?
(I) How did you learn about WI?
(I) Describe why you chose to pursue your graduate degree at WI.
(T) As you know, my study is trying to uncover reasons why smart and talented students fail to
complete a thesis. Nationwide, it is estimated between 40-50% of all graduate students will fail
to earn their degree. A large portion of those are directly linked to the thesis or dissertation
requirement
Graduate Writing and Writing Self-Efficacy
(K1) To what extent are students able to write at the graduate level?
1. (G) How has the thesis writing process been going for you?
2. (G) What has been the most challenging aspect for you?
a. (P) What did you know about the thesis process before you started?
b. (P) How has your opinion evolved since starting the process?
c. (P) How prepared were you when you started?
d. (P) Expand on those areas where your skills may have been lacking.
(T) As a student, we all tend to have our methods for researching and writing, preferred locations
and settings, outlines preceding writing, or even time of day.
1. (G) Reflect on your writing experiences; in a perfect world, describe what an ideal
thesis writing session would look like.
a. (P) How often do you write in your ideal setting?
THESIS COMPLETION

275
b. (P) What prevents you from consistently creating your desired environment
for writing?
2. (G) Describe a typical thesis writing session.
a. (P) What factors make this your typical or standard writing session?
b. (P) Reflect on a successful writing session; describe what made it so
productive.
(M1) Do students possess the required self-efficacy in their graduate writing ability?
1. (G) How would you assess your writing ability?
b. (P) How has that changed since you started the program?
c. (P) Do you believe you have the appropriate writing skills to complete the
thesis?
d. (P) In your opinion, what are your greatest strengths and weaknesses
concerning graduate writing?
e. (P) Do you believe your previous writing requirements at work have helped or
hindered your academic writing?
2. (G) Describe the types of feedback you have received in the program concerning your
writing.
a. (P) How would you describe its impact on your motivation to write?
b. (P) How would you improve the writing feedback process?
(T) Feedback comes in many forms. In many cases, it is simply provided through the grading of
a paper. Other times, it might come as a result of one’s attempt to seek assistance.

THESIS COMPLETION

276
Help Seeking
(K2) Do students possess the appropriate help-seeking awareness to succeed in the distance-
learning environment?
1. (G) Reflect on a time when you were facing an academic challenge; describe the
context.
a. (P) What aspect was most challenging?
b. (P) Describe how you recognized the problem.
c. (P) Describe how you resolved the problem.
2. (G) Think of the last time you asked for help with your thesis; what made you seek
assistance?
a. (P) Who do you generally ask first for help?
b. (P) Describe your sense of why the assistance worked (or did not work).
c. (P) What made it so helpful?
d. (P) How could it have been more helpful?
e. (P) Based on your experiences, describe for me your approach to seeking
assistance in the future.
(T) I want to move into another area by discussing your organization and task management
skills.
Self-Regulation
(K3) Do students possess the required self-regulatory skills for the unscripted structure of thesis
research and production?
1. (G) Describe your approach to working on your thesis.
a. (P) How do you carve out time for thesis work?
THESIS COMPLETION

277
b. (P) How would you describe your ability to stay on schedule concerning thesis
production?
c. (P) Describe how you prepare for thesis work.
2. (G) Describe how you manage your time requirements for thesis production.
a. (P) Describe what is most difficult to balance concerning setting aside time for
thesis production.
b. (P) How would you describe the level of support you have at work or home
concerning the time commitments for thesis work?
c. (P) How do you prioritize your academic, professional, and personal
requirements?
3. (G) Walk me through a typical thesis working session.
a. (P) Where do you do most of your work?
b. (P) How do you start?
c. (P) What typically causes you to end a thesis working session?
(T) I want to shift the conversation to the topic of motivation.
Goal Orientation
(I) In general, what made you interested in pursuing a graduate degree?
(I) How confident were you in your abilities to complete a thesis and graduate before the first in-
residence session?
(I) Describe your thesis topic.
(M2) How does a student’s goal orientation influence thesis completion?
1. (G) How would you describe you level of interest in your thesis topic?
THESIS COMPLETION

278
a. (P) What is your primary personal goal as you move through the thesis
process?
b. (P) How has that goal changed, if any, as you have worked on the thesis?
2. (G) How would you describe your support for the thesis requirement in general?
a. (P) To what extent do you think completing a thesis will help you or your
agency in the future?
b. (P) Describe how the phrase “a good thesis is a finished thesis” makes you feel
c. (P) Describe why one of the following scenarios fits you better: the first has
you completing your thesis on time, the second has you finishing six months
late, but receiving accolades for the quality of the work.
(T) Let’s shift and discuss your chair and committee interaction and feedback.
Chair-Committee-Student Interaction and Feedback
(O1) How does the organization promote thesis chair and committee member interaction with
students in the distance-learning environment?
1. (G) Describe your ideal relationship with your thesis chair and committee members.
a. (P) Expand on your answer; describe the most important part of the
relationship.
b. (P) How would you describe the importance of the chair and student
relationship?
c. (P) How would you describe the importance of the committee members?
2. (G) How does your relationship compare to the ideal?
a. (P) Describe the most important part of your current relationship with your
chair and committee.
THESIS COMPLETION

279
b. (P) Describe the worst aspect of your current chair and committee
relationship.
c. (P) How would you improve the relationship?
d. (P) How would you describe the level of feedback you have received?
e. (P) Describe the timeliness of your chair and committee communication.
(T) As WI is a unique graduate program with most of your time during the 18-month curriculum
spent away from campus, I want to pivot and discuss your understanding and use of the
university resources designed to help our resident students complete the thesis requirement.
Access to University Resources
(O2) How does the organization promote and develop access to university resources beneficial to
students for completing a thesis?
1. (G) What university resources have you used either while in-residence or from home?
a. (P) How would you describe the benefit to your thesis provided by the (insert
resource)?
b. (P) What has proven to be the most/least helpful aspect of the (insert
resource)?
c. (P) Describe the primary reasons for not utilizing university resources.
d. (P) How would you improve the support provided or student experience?
2. (G) What external resources have you used to help with your thesis?
a. (P) How would you describe the benefit to your thesis provided by the (insert
resource)?
b. (P) What has proven to be the most/least helpful aspect of the (insert
resource)?
THESIS COMPLETION

280
(T) That concludes the formal interview. Thank you for taking the time.
(I) Before we finish, is there anything you would like to add concerning thesis production, or any
of the topics we discussed today?
(I) Did you make any comments that you wish to amend or retract?
(T) Again, I thank you for your time, effort, and energy with this interview. If there are any
points you wish to discuss further or clarifications required, do not hesitate to call or email me to
discuss.
THESIS COMPLETION

281
APPENDIX D: Interview Protocol (Phase II)
Opening Discussion
The following narrative provides an overview of the introductory discussion. Following
recommendations from Merriam and Tisdell (2016), and Taylor and Bogdan (1984), the
structural elements of this phase include: (a) motives, intentions, and purpose of the study; (b)
protection of anonymity; (c) content inclusion authority; (d) any remuneration for participation;
and (e) interview logistics. Although the presentation of the questions appears sequential, the
goal in the interviews is to allow for a fluid dialogue between the investigator and respondent.
Thus, the general question in each area, designated by the (G), may prove to be the only question
required based upon respondent comments. The probing questions, designated by the (P), serve
as a means of pulling additional or amplifying information if answers appear incomplete.
For purposes of this paper, the following acronyms precede the stated questions defining
the nature of the question:
(I) Introductory or informational question
(K#) Key knowledge influences for this study; each key knowledge influence is
numbered (question not asked to student, provided for informational purposes)
(M#) Key motivation influence for this study (question not asked to student, provided
for informational purposes)
(O#) Key organizational influence for this study (question not asked to student,
provided for informational purposes)
(G) General question to initiate the discussion concerning a given KMO influence
(P) Probing or follow-up question
(T) Transition statement
THESIS COMPLETION

282
Introduction
I will read the following text to the interviewee:
It is good to meet with you again. As a reminder, a doctoral student at the University of
Southern California. Additionally, I serve as the Program Manager on the Operations
and Logistics contract supporting the Western Institute (WI). This study is examining the
knowledge, motivation, and organizational influences related to student thesis completion
at the WI. My goal is to uncover any gaps preventing WI students from completing the
thesis within one-year of curriculum completion. Findings from this study will provide
the basis for change initiatives targeting identified gaps. Although I identify WI by name
in this discussion, pseudonyms replace all references to the organization, people, or any
other personally or organizationally identifiable information produced in the dissertation.
All information provided in this interview will remain confidential. Participation in this
study voluntarily, there is no penalty for refusing to take part or terminating the study at
any time.
Do you have any questions concerning the purpose of the study, the protection,
and anonymity of information, and your voluntary right to participate or terminate your
participation at any time?
With your permission, I will be recording and transcribing this interview to
facilitate analysis. A copy of which will be provided to you. Again, if you decide to end
the interview, you may do so at any time. Finally, I anticipate the interview to last about
an hour.
Do you have any questions at this time? Let me turn on the recorder.

THESIS COMPLETION

283
Interview Questions
Opening
(I) How have things been going?
(I) Tell me about your thesis…where are you now?
The following questions will be asked, as required, to understand each respondent’s individual
experience.
Graduate Writing and Writing Self-Efficacy
(K1) To what extent are students able to write at the graduate level?
2. (G) Looking back, what has been (was) the most challenging aspect for you?
a. (P) How has your opinion evolved since starting the process?
b. (P) How prepared were you when you started?
c. (P) Expand on those areas where your skills may have been lacking.
(T) As a student, we all tend to have our methods for researching and writing, preferred locations
and settings, outlines preceding writing, or even time of day.
3. (G) Describe your typical thesis writing session.
a. (P) Did your writing approach change throughout the process?
b. (P) Was there a pivotal point in your thesis writing that prompted the change?
(M1) Do students possess the required self-efficacy in their graduate writing ability?
3. (G) Looking back, has your writing ability changed?
b. (P) How has that changed since you started the program?
c. (P) Do you believe you have the appropriate writing skills to complete the
thesis?
4. (G) Describe the types of feedback you have received concerning your thesis writing.
THESIS COMPLETION

284
a. (P) How would you describe its impact on your motivation to write?
b. (P) How would you improve the writing feedback process?
(T) Feedback comes in many forms. In many cases, it is simply provided through the grading of
a paper. Other times, it might come as a result of one’s attempt to seek assistance.
Help Seeking
(K2) Do students possess the appropriate help-seeking awareness to succeed in the distance-
learning environment?
3. (G) Think of the last time you asked for help with your thesis; what made you seek
assistance?
a. (P) Who do you generally ask first for help?
b. (P) Describe your sense of why the assistance worked (or did not work).
c. (P) What made it so helpful?
d. (P) How could it have been more helpful?
e. (P) Based on your experiences, describe for me your approach to seeking
assistance in the future.
(T) I want to move into another area by discussing your organization and task management
skills.
Self-Regulation
(K3) Do students possess the required self-regulatory skills for the unscripted structure of thesis
research and production?
4. (G) Describe your approach to working on (completing) your thesis.
a. (P) How do (did) you carve out time for thesis work?
THESIS COMPLETION

285
b. (P) How would you describe your ability to stay on schedule concerning thesis
production?
c. (P) Describe how your approach evolved over time?
5. (G) Describe how you managed your time requirements for thesis production.
a. (P) Describe what is (was) most difficult to balance concerning setting aside
time for thesis production.
b. (P) How would you describe the level of support you have (had) at work or
home concerning the time commitments for thesis work?
c. (P) How do (did) you prioritize your academic, professional, and personal
requirements?
(T) I want to shift the conversation to the topic of motivation.
Goal Orientation
(M2) How does a student’s goal orientation influence thesis completion?
3. (G) How has your interest in your thesis topic evolved?
a. (P) What was your primary goal as you moved through the thesis process?
b. (P) How has that goal changed, if any, as you have worked on the thesis?
(T) Let’s shift and discuss your chair and committee interaction and feedback.
Chair-Committee-Student Interaction and Feedback
(O1) How does the organization promote thesis chair and committee member interaction with
students in the distance-learning environment?
3. (G) Describe the interaction and feedback you have had with your chair and
committee members?
THESIS COMPLETION

286
a. (P) Describe the most important part of your current relationship with your
chair and committee.
b. (P) Describe the worst aspect of your current chair and committee
relationship.
c. (P) How would you improve the relationship?
d. (P) How would you describe the level of feedback you have received?
e. (P) Describe the timeliness of your chair and committee communication.
(T) As WI is a unique graduate program with most of your time during the 18-month curriculum
spent away from campus, I want to pivot and discuss your understanding and use of the
university resources designed to help our resident students complete the thesis requirement.
Access to University Resources
(O2) How does the organization promote and develop access to university resources beneficial to
students for completing a thesis?
3. (G) What university resources have you used either while in-residence or from home?
a. (P) How would you describe the benefit to your thesis provided by the (insert
resource)?
b. (P) What has proven to be the most/least helpful aspect of the (insert
resource)?
c. (P) Describe the primary reasons for not utilizing university resources.
d. (P) How would you improve the support provided or student experience?
4. (G) What external resources have you used to help with your thesis?
a. (P) How would you describe the benefit to your thesis provided by the (insert
resource)?
THESIS COMPLETION

287
b. (P) What has proven to be the most/least helpful aspect of the (insert
resource)?
(T) That concludes the formal interview. Thank you for taking the time.
(I) Before we finish, is there anything you would like to add concerning thesis production, or any
of the topics we discussed today?
(I) Did you make any comments that you wish to amend or retract?
(T) Again, I thank you for your time, effort, and energy with this interview. If there are any
points you wish to discuss further or clarifications required, do not hesitate to call or email me to
discuss.
THESIS COMPLETION

288
APPENDIX E: Modified Literature Review Scoring Rubric (Boote & Beile, 2005)
Category Criterion 1 2 3
Coverage
Justified criteria for
inclusion and
exclusion from
review
Did not discuss the
criteria inclusion or
exclusion
Discussed the
literature included
and excluded
Justified inclusion
and exclusion of
literature
Synthesis
Distinguished what
has been done in
the field from what
needs to be done
Did not distinguish
what has and has
not been done
Discussed what has
and has not been
done
Critically examined
the state of the field
Placed the topic or
problem in the
broader scholarly
literature
Topic not placed in
broader scholarly
literature
Some discussion of
broader scholarly
literature
Topic clearly
situated in broader
scholarly literature
Placed the research
in the historical
context of the field
History of topic not
discussed
Some mention of
history of topic
Critically examined
history of topic
Acquired and
enhanced the
subject vocabulary.
Key vocabulary not
discussed
Key vocabulary
defined
Discussed and
resolved
ambiguities in
definitions
Articulated
important topical
variables and
phenomena
Key variables and
phenomena not
discussed
Reviewed
relationships among
key variables and
phenomena
Noted ambiguities
in literature and
proposed new
relationships
Synthesized and
gained a new
perspective on the
literature
Accepted literature
at face value
Some critique of
literature
Offered new
perspective
Methodology
Identified the main
methodologies and
research techniques
that have been used
in the field, and
their advantages
and disadvantages
Research methods
not discussed
Some discussion of
research methods
used to produce
claims
Critiqued research
methods
Related ideas and
theories in the field
to research
methodologies
Research methods
not discussed
Some discussion of
appropriateness of
research methods to
warrant claims
Critiqued
appropriateness of
research methods to
warrant claims

THESIS COMPLETION

289
Category Criterion 1 2 3
Significance
Rationalized the
practical
significance of the
research problem
Practical
significance of
research not
discussed
Practical
significance
discussed
Critiqued practical
significance of
research
Rationalized the
scholarly
significance of the
research problem
Scholarly
significance of
research not
discussed
Scholarly
significance
discussed
Critiqued scholarly
significance of
research
Rhetoric
Written with a
coherent, clear
structure that
supported the
review
Poorly
conceptualized,
haphazard
Some coherent
structure
Well developed,
coherent

THESIS COMPLETION

290
APPENDIX F: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
Los Angeles, CA 90089

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

Evaluation of Thesis Completion in a Graduate Blended Learning Program

You are invited to participate in a research study conducted by Marc Pritchard, principal
investigator Dr. Kimberly Hirabayashi, Faculty Advisor at the University of Southern California,
because you are a current student at the Western Institute (WI). Your participation is voluntary.
You should read the information below, and ask questions about anything you do not understand,
before deciding whether to participate. Please take as much time as you need to read the consent
form. You may also decide to discuss participation with your family or friends. If you decide to
participate, you will be asked to sign this form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to examine the knowledge, motivation, and organizational influences
associated with WI students achieving thesis completion within one year of curriculum
completion.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in two scheduled
interviews, provide access to your thesis proposal and final thesis (or most recent draft) for
analysis. The interviews will be recorded. You will be afforded the opportunity to review the
transcription of the interview and retract or amend any statement or the interview in its entirety.
The interviews will occur at the Naval Postgraduate School or online utilizing Adobe Connect or
similar applications. Each interview will last no longer than one hour.

POTENTIAL RISKS AND DISCOMFORTS
No risks are foreseen resulting from your participation in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Your participation will help address gaps in the WI thesis processing for future cohorts. Honest
and insightful responses, regardless of content, will allow WI to improve the manner in which
theses are produced.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team, and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect
the rights and welfare of research subjects.
THESIS COMPLETION

291
The data will be stored on federal servers. As stated previously, you will be able to access the
transcription of your interview for edits or retractions. A pseudonym will be assigned to you (i.e.,
if you are a police officer from New York named Steve, your pseudonym may be Janice, a police
officer in a large metropolitan area) for purposes of inclusion in the dissertation. You will have
the right to review the pseudonym prior to its use. All data will be coded for similarities in
responses and stored on Federal systems. Federal records require the data to be stored for seven
years, then destroyed.

CERTIFICATE OF CONFIDENTIALITY
(If a Certificate of Confidentiality is issued (or anticipated to be issued), please use the
following language, otherwise remove)

Any identifiable information obtained in connection with this study will remain confidential,
except if necessary to protect your rights or welfare (for example, if you are injured and need
emergency care). A Certificate of Confidentiality has been obtained from the Federal Government
for this study to help protect your privacy. This certificate means that the researchers can resist
the release of information about your participation to people who are not connected with the study,
including courts. The Certificate of Confidentiality will not be used to prevent disclosure to local
authorities of child abuse and neglect, or harm to self or others.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study. If the interview were to uncover any harmful
or illegal activities on your part, the interview may be terminated without prior notice.

ALTERNATIVES TO PARTICIPATION
If you desire to participate, but feel uncomfortable in the interview process, a written list of
questions can be provided to you for completion at your convenience.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Marc Pritchard:
Principal Investigator.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT
THESIS COMPLETION

292

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

AUDIO/VIDEO/PHOTOGRAPHS (If this is not applicable to your study and/or if
participants do not have a choice of being audio/video-recorded or photographed, delete this
section.)

□ I agree to be audio recorded

□ I do not want to be audio recorded

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all questions. I believe that he/she
understands the information described in this document and freely consents to participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

THESIS COMPLETION

293
APPENDIX F: Phase I Factor Correlations and Alphas
Factor and Item M SD
Corrected
Item Total
Correlation
Cronbach’s
Alpha
Help-Seeking
3. I ask my chair or committee member for help 3.28 1.42 .49 .66
4. I am satisfied with the support provided 4.28 1.38 .49
Self-Regulation
7. I regularly set thesis goals 4.48 1.07 .54
.80
8. I am very organized in my thesis work 3.48 1.40 .70
9. I work where I can concentrate 4.44 1.16 .57
10. I have a regular thesis schedule 3.24 1.55 .61
11. I find it easy to segment thesis tasks 3.88 1.06 .54
Self-Efficacy
12. Organizing sentences into paragraphs .78 .20 .73
.90
13. Proper citations and references .78 .20 .84
14. Completing the research .81 .15 .84
15. Literature review .75 .20 .71
16. Statistical analysis .72 .20 .58
17. Write at a level to complete the thesis .82 .17 .72
Goal Orientation
21. Mastery is more important than timelines 4.58 1.42 .52 .68
22. Seek assistance even if edits and rewrites follow 4.50 1.20 .52
Chair-Committee-Student Interaction and Feedback
23. Satisfaction with communication frequency 3.92 1.51 .74
.95
24. Chair provides constructive feedback 4.80 1.11 .70
25. Chair provides timely feedback 4.58 1.50 .90
26. Satisfaction with feedback timeliness 4.52 1.55 .92
27. Free to discuss thesis ideas 4.82 1.29 .87
28. Satisfaction with committee interaction 4.60 1.39 .78
29. Satisfaction with committee feedback 4.70 1.39 .73
36. Satisfaction with communication methods 4.60 1.39 .88
Access to University Resources
.97 32. Writing center ease of access 2.88 2.46 .95
33. Satisfaction with writing center 2.82 2.55 .95

THESIS COMPLETION

294
APPENDIX G: Phase II Factor Correlations and Alphas
Factor and Item M SD
Corrected
Item Total
Correlation
Cronbach’s
Alpha
Help-Seeking
3. I ask my chair or committee member for help 4.04 1.09 .71 .63
4. I am satisfied with the support provided 4.75 1.34 .71
Self-Regulation
7. I regularly set thesis goals 4.67 1.09 .72
.86
8. I am very organized in my thesis work 4.10 1.46 .77
9. I work where I can concentrate 4.80 1.24 .67
10. I have a regular thesis schedule 3.86 1.67 .70
11. I find it easy to segment thesis tasks 4.29 1.05 .62
Self-Efficacy
12. Organizing sentences into paragraphs .87 .14 .75
.86
13. Proper citations and references .89 .14 .78
14. Completing the research .87 .13 .71
15. Literature review .82 .17 .62
16. Statistical analysis .92 .13 .66
17. Write at a level to complete the thesis .92 .09 .44
Goal Orientation
21. Mastery is more important than timelines 4.78 1.15 .85 .92
22. Seek assistance even if edits and rewrites follow 4.66 1.12 .85
Chair-Committee-Student Interaction and Feedback
23. Satisfaction with communication frequency 4.40 1.32 .83
.93
24. Chair provides constructive feedback 5.02 1.17 .59
25. Chair provides timely feedback 4.64 1.34 .87
26. Satisfaction with feedback timeliness 4.60 1.40 .89
27. Free to discuss thesis ideas 5.16 1.02 .67
28.Satisfaction with committee interaction 4.62 1.32 .74
29. Satisfaction with committee feedback 4.74 1.40 .58
36. Satisfaction with communication methods 4.68 1.30 .86
Access to University Resources
.91

32. Writing center ease of access 3.58 2.26 .85
33. Satisfaction with writing center 3.46 2.60 .85

THESIS COMPLETION

295
APPENDIX H: Level 1 Survey
Course: Thesis Overview

Place an X in the box representing your opinion concerning the statement.

Disagree Agree
1. The training held my interest

1. 2. I found value in the training I received

3. The class environment helped me learn

4. The training will help me complete my thesis

5. I practiced how to apply the instruction in class

6. I understand thesis process

7. I am satisfied with my level of understanding

8. I am satisfied with Adobe Connect for training

Note. Survey administered electronically.
Open-ended Questions
1. What part of the training was most beneficial?

2. What part of the training needs modification?

3. List three key takeaways concerning the thesis process.

THESIS COMPLETION

296
APPENDIX I: Level 2 Survey
Course: Thesis Overview

Place an X in the box representing your opinion concerning the statement pre- and post-training.

Phase Disagree Agree
1. I can describe a problem of practice
Pre
Post
2. 2. I can describe each thesis chapter
Pre
Post
3. I can locate and download the thesis
templates
Pre
Post
4. I can search and download previous
WI theses
Pre
Post
5. I believe that this training is
worthwhile
Pre
Post
6. I can independently investigate
ideas I have for a thesis topic
Pre
Post
7. I can independently research the
subject matter expertise of WI
faculty
Pre
Post
8. I am confident I can track my
deadlines for thesis completion as I
progress through the program
Pre
Post
Note. Survey administered electronically.
THESIS COMPLETION

297
Open-ended Questions
1. What part of the training was most beneficial?

2. What part of the training needs modification?

3. List three key takeaways concerning the thesis process.

THESIS COMPLETION

298
APPENDIX J: Level 1-4 Survey
Circle the response representing your opinion concerning the statement.
Disagree Agree
1. I found value in the training I received 1 2 3 4 5
2. The training will help me complete my thesis
by the scheduled deadlines
1 2 3 4 5
3. I can conduct effective library searches for
relevant research
1 2 3 4 5
4. I know how to write the literature review
section of my thesis
1 2 3 4 5
5. I seek assistance from my chair or committee
member for thesis questions
1 2 3 4 5
6. I have a regular schedule for working on my
thesis
1 2 3 4 5
7. I am on or ahead of schedule for completing
my thesis
1 2 3 4 5
8. I will complete my thesis prior to my
cohort’s scheduled graduation
1 2 3 4 5
Note. Survey administered in classroom setting.
Open-ended Questions
1. What part of the training was most beneficial?

2. What part of the training needs modification?

3. List three key challenges you faced within the thesis process.

Abstract (if available)

Abstract This dissertation examined the knowledge, motivation, and organizational influences surrounding thesis completion at Western Institute, a federally funded graduate institution offering an 18‐month Master of Arts curriculum delivered in a blended‐learning format. The impetus for the study centered on providing direction for achieving the institutions goal of 100% thesis completion within one‐year of curriculum completion. The study utilized the Clark and Estes (2008) Gap Analytical Framework and review of literature to identify seven factors effecting thesis completion from the student stakeholder perspective including three surrounding knowledge (graduate writing, help seeking, and self‐regulation), two involving student motivation (self‐efficacy and goal orientation), and two organizational influences (chair‐committee‐student interaction and feedback and student access to university resources). ❧ The research methodology adopted a longitudinal, explanatory sequential mixed‐methods approach to include a quantitative survey, qualitative interviews, and document analysis conducted in two phases. Phase I occurred at the end of the fifth quarter of instruction with Phase II occurring at the end of the sixth quarter (graduation). Fifty of 58 students participated in each phase of the quantitative survey (86.2%), 12 students participated in qualitative interviews, and 10 of the 12 qualitative interviewees provided completed theses for subjective and objective analysis. ❧ Data analysis suggests fundamental elements of graduate writing confound student performance. Critical behaviors associated with help‐seeking and self‐regulatory processes appeared skills essential for completing a thesis. The influence of self‐efficacy with the variety of component tasks required to complete a thesis and the manner in which a student’s goal orientation, specifically a mastery‐approach orientation, assisted in providing the persistence for the rigor and independent nature of thesis writing was apparent. Organizationally, the ability of the chair, through omission or commission to influence student behaviors is undeniable. Levels of student self‐efficacy rise and fall based upon feedback and positive and clear feed‐forward direction. Finally, university resources easily accessible online or utilizing face‐to‐face interactive technologies provide a means of support for students in the DL environment. ❧ Students possessing graduate and recent academic experience are more apt to engage in effective help‐seeking and self‐regulatory behaviors. More importantly, differences between students completing and failing to complete the thesis requirement highlight the importance of all knowledge and motivation influencers on performance. Change recommendations follow the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The integrated program centers on developing two critical behaviors, student help‐seeking and self‐regulation, through increased knowledge in areas essential to thesis completion, increased faculty awareness and intervention strategies, and detailed evaluations of thesis‐specific training and student performance. By understanding and identifying critical behaviors and leading indicators effecting student performance, intervention strategies can recognize the potential for student disengagement and provide corrective actions for sustaining student motivation and engagement through the thesis writing process.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

A gap analysis of course directors’ effective implementation of technology-enriched course designs: An innovation study

PDF

Civic learning program policy compliance by a state department of higher education: an evaluation study

PDF

The Bridge Program and underrepresented Latino students: an evaluation study

PDF

Completion in online learning: graduate students' perspectives

PDF

Performance management in government: the importance of goal clarity

PDF

Improving pilot training by learning about learning: an innovation study

PDF

Increasing organizational capacity at a small college to deploy revenue diversification strategies: an evaluation study

PDF

Improving instructor skills (IIS): a Needs analysis

PDF

Employment rates upon MBA graduation: An evaluation study

PDF

Bridging the empathy gap: a mixed-method approach to evaluating teacher support in bullying prevention and intervention at an urban middle school in India

PDF

Using mastery learning to address gender inequities in the self-efficacy of high school students in math-intensive STEM subjects: an evaluation study

PDF

Employee churn in afterschool care: an evaluation study of manager influences on employee retention and turnover

PDF

Preventing excessive force incidents by improving police training: an evaluation study of a use-of-force training program

PDF

Effective services provided to community college student-athletes: a gap analysis

PDF

Factors contributing to student attrition at a healthcare university: a gap analysis

PDF

Using restorative practice community-building activities to meet the social-emotional needs of students

PDF

Collaborative instructional practice for student achievement: an evaluation study

PDF

Online graduate-level student learning and engagement: developing critical competencies for future leadership roles: an evaluation study

PDF

Application of professional learning outcomes into the classroom: an evaluation study

PDF

Advising strategies to support high graduation rates of transfer students

Asset Metadata

Creator Pritchard, Marcus A. (author)

Core Title Evaluation of thesis completion in a graduate blended learning program

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 06/11/2018

Defense Date 03/27/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag blended learning,gap analysis,graduate writing,OAI-PMH Harvest,student performance,thesis completion

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Datta, Monique Claire (committee member), Tambascia, Tracy (committee member)

Creator Email marc@clearingturn.com,mpritcha@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-506584

Unique identifier UC11267290

Identifier etd-PritchardM-6333.pdf (filename),usctheses-c40-506584 (legacy record id)

Legacy Identifier etd-PritchardM-6333.pdf

Dmrecord 506584

Document Type Dissertation

Format application/pdf (imt)

Rights Pritchard, Marcus A.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA