Writing a Dissertation For Dummies Review

Writing a Dissertation For Dummies Review

Table of Contents

Have you ever faced the daunting task of writing a dissertation and wondered if there’s a way to make it easier? We have, and that’s why we decided to try out “Writing a Dissertation For Dummies Paperback – Illustrated, 19 June 2009.” We thought it might turn this academic Everest into a manageable hill. Spoiler alert: it didn’t disappoint.

Writing a Dissertation For Dummies     Paperback – Illustrated, 19 June 2009

Check out the Writing a Dissertation For Dummies     Paperback – Illustrated, 19 June 2009 here.

What Topics Does the Book Cover?

You might think, “Will this book really touch on everything I need?” To put it briefly—yes. The book walks us through a labyrinth of academic rigmarole with impressive ease. The chapters are well-organized, and the content is digestible even for those of us who find academic writing as appealing as watching paint dry. Here’s a quick breakdown:

Chapter Topic Description
1 Understanding the Dissertation Process We learn the fundamental structure of a dissertation and what it entails.
2 Choosing a Topic Tips and methodologies for selecting a research-worthy and interesting topic.
3 Research and Resources How to efficiently gather information, from library resources to internet searches.
4 Writing Your Proposal Crafting a compelling proposal that will convince committees of your project’s worth.
5 Outlining and Structuring Techniques to organize our ideas and research into a coherent outline.
6 Crafting the Main Sections Steps to write compelling introductions, literature reviews, methods, and findings.
7 Editing and Proofreading How to polish our draft to perfection without pulling our hair out.
8 Dealing with Feedback Accepting and implementing critiques from advisors and reviewers.
9 Defense Preparation Mastering the fine art of defending our work before a panel.

Writing a Dissertation For Dummies Paperback – Illustrated, 19 June 2009

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User Experience

Getting into the book feels like having a chat with a wise, slightly sarcastic friend who’s been through it all. The language is casual yet informative—not the kind that puts us to sleep. The illustrations add an element of humor, making complex points more relatable.

Ease of Understanding

Let’s face it, dissertations are complicated. The book’s strength lies in its step-by-step approach, making the process seem less like a Herculean labor and more like a series of small, manageable tasks. We were particularly impressed with how it simplifies choosing a topic. No high-brow academic jargon—just pragmatic advice.

Practical Tips

We found oodles of practical advice here. For example, when it comes to the literature review, it doesn’t just tell us to “do a thorough review.” It breaks it down into phases of skimming, detailed reading, categorizing, and summarizing. The addition of actionable tips makes us feel like we’re getting somewhere instead of running in circles.

See the Writing a Dissertation For Dummies     Paperback – Illustrated, 19 June 2009 in detail.

Content Quality

The content leans heavily on practical advice rather than abstract theories. We appreciate this because, let’s be real, most of us haven’t got the luxury of figuring things out the hard way. The examples are not only relevant but also drawn from a broad spectrum of academic disciplines. This diversity helps keep the tips applicable to everyone, whether we’re in the hard sciences or humanities.

Accuracy

Accuracy is paramount, and this book delivers. All tips and advice align perfectly with what advisors and dissertation committees expect. It’s clear that the authors did their homework. Every guideline is substantiated with reasoning, not just thrown in for the sake of filling pages.

Illustrations

Whoever thought of adding illustrations deserves a medal. Academic writing can be a dry subject, but here we have diagrams, charts, and even some funny cartoons to break the monotony. These visuals don’t just entertain; they clarify complex points.

The Proposal Writing Process

Writing a proposal is often the first major hurdle in the dissertation journey. We found that the section on proposals was particularly comprehensive. It doesn’t just throw a template at us; it explains why each section of the proposal matters, what committees are looking for, and how to make each part stand out. We tried out several tips from this section in our own proposals and saw noticeable improvements in feedback from advisors.

Template Use

Templates are great, but only if they’re used correctly. The book provides templates, which we found useful as starting points. However, it emphasizes customization based on our specific research needs. This balance between guidance and flexibility makes the template section a goldmine.

Writing a Dissertation For Dummies     Paperback – Illustrated, 19 June 2009

Research and Resources

Ah, the dreaded research phase. “Writing a Dissertation For Dummies” shines here by offering a plethora of strategies for efficient research. Whether it’s mining the depths of academic databases or employing advanced search techniques on Google Scholar, the book covers it all. It even advises on how to avoid the common pitfall of “research fatigue”—a real godsend for procrastinators like us.

Library Resources

Somehow, the book makes heading to the physical library sound less like a trip to the dentist. It introduces us to resources we didn’t even know existed, and the advice on forming relationships with librarians was a surprise hit. Turns out, librarians can be incredibly valuable allies.

Internet Resources

We all think we know how to Google, but the book introduces techniques that make online searches exponentially more efficient. Boolean logic, anyone? It’s like judo for academics. By the time we finished this chapter, we had a slew of fresh, pertinent research articles to work with.

Structure and Organization

This book treats structure as a friend, not an enemy. The guidance on how to outline and organize each chapter of our dissertation turns what seems like an insurmountable task into a feasible project. Each section of the dissertation is broken down into bite-sized pieces, and we get tips on what components to include and how much depth to go into for each.

Creating an Outline

The outline templates provided are hands-down one of the best features. Instead of vague outlines, we get detailed templates with cues that help us think critically about what to include in each section.

Balancing Content

One of the trickier aspects of dissertation writing is knowing how to balance breadth with depth. The book offers practical advice on how to cover a topic comprehensively without getting bogged down in minutiae. We found this advice particularly helpful in keeping our writing focused and relevant.

Writing Techniques

The ability to write well is, of course, crucial. The guidance here is top-notch, covering everything from crafting clear and compelling introductions to developing arguments that hold water. The advice on writing style is pragmatic, urging clarity over complexity—academic writing shouldn’t mean linguistic gymnastics.

Introductions and Conclusions

Many of us grappled with how to write effective introductions and conclusions. The book breaks it down into easy-to-follow steps, ensuring that our opening hooks the reader and our conclusions leave a lasting impression.

Literature Review

The literature review section offers a step-by-step methodology for crafting a review that serves as more than just a summary. By categorizing and critically analyzing existing literature, we can build a solid foundation for our research questions.

Editing and Proofreading

We all know that the writing process isn’t complete without a thorough edit. The book provides a detailed roadmap for editing and proofreading. It covers everything from grammar checks to citation accuracy and even suggests tools and software that can assist in this tedious process.

Drafting

The book offers insightful advice on how to transition from a rough draft to a polished one. The concepts of self-editing are broken down into manageable chunks, making it easier for us to handle our drafts without feeling overwhelmed.

Peer Review

We were particularly impressed with the section on peer reviews. It advises how to graciously accept and incorporate constructive criticism, a skill many of us could improve. This advice ensured our drafts were solid before the final submission.

Dealing With Feedback

Facing critiques can be nerve-racking. This book equips us with the psychological armor to handle feedback constructively. By turning criticism into actionable insights, the book helps us improve our work without feeling demoralized.

Responding Appropriately

Learning how to respond to feedback without getting defensive is a vital skill. The book advises us on how to discern between constructive criticism and pointless nitpicking. We also learned how to ask clarifying questions that can turn vague feedback into useful advice.

Implementing Changes

Ever received pages of feedback and had no idea where to begin? The book guides us in breaking down feedback and prioritizing revisions, making the task much more manageable. We felt more in control of the editing process, reducing stress significantly.

Defense Preparation

No matter how stellar our work is, a poor defense can undermine it. The book’s advice on preparing for the dissertation defense is invaluable. It walks us through everything from anticipating tough questions to presenting our research with confidence.

Mock Defenses

One of the standout tips is conducting a mock defense. By simulating the actual event, we can identify weak points and sharpen our responses. This strategy not only improves our presentation but also boosts our confidence.

Presenting Data

It’s all well and good having mountains of research, but presenting it effectively is another challenge. The book offers advice on creating compelling visuals and honing our verbal presentation skills. We can say with certainty that this advice made a noticeable difference in our presentations.

Final Thoughts

By the end of “Writing a Dissertation For Dummies Paperback – Illustrated, 19 June 2009,” we felt as though we’d been on a journey—one that transformed us from overwhelmed students into confident (albeit mildly caffeinated) scholars. The process is arduous, no doubt, but with this book, it’s undeniably less harrowing. And let’s be honest, if a book can make the words ‘fun’ and ‘dissertation’ appear in the same sentence, it’s worth its weight in gold.

Overall, “Writing a Dissertation For Dummies” demystifies the process and turns it into a series of manageable tasks. The guidance is both practical and insightful, making it a crucial companion for anyone embarking on this academic voyage. Whether you’re at the starting line or nearing the end, this book provides the roadmap you’ll need. So, if you’re staring down the barrel of dissertation writing, consider this book your trusty sidekick.

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University Student Essentials
University Student Essentials

About Me

With 25 years of experience in healthcare IT implementation, Emmanuel began his career at the University of Pittsburgh Medical Center, working as an assistant manager for a billing system implementation. Over the years, he has explored various aspects of the healthcare IT domain, successfully implementing several laboratory information systems and electronic medical record (EMR) systems, such as Cerner Millennium and Epic EMR.

In 2005, Emmanuel shifted his focus to public health, working on bio-surveillance implementation for the Centers for Disease Control and Prevention (CDC). He contributed to the BioSense Data Provisioning Project and performed extensive analysis of HL7 messages in hospitals and healthcare facilities. Additionally, Emmanuel requirements analysis for the CDC BioSense Analysis, Visualization and Reporting (AVR) project and played a key role in publishing the Situational Awareness updates to the BioSense System Requirements Specification (SRS).

Over the past 11 years, Emmanuel has worked in the Middle East, implementing the Epic EMR system at Cleveland Clinic Abu Dhabi. As a multidisciplinary team member, he has taken on various roles, including SCRUM Master, Project Manager, Integration Engineer, and Platform Engineer. Concurrently working as an adjunct university faculty member, teaching graduate-level courses in Systems Life Cycle and undergraduate courses in Health Information Systems

From a technological standpoint, Emmanuel has designed, installed, and implemented complete hospital integration systems using Rhapsody Integration Engine, MS SQL Server, and Public Health Information Networks Messaging System (PHINMS). He has also developed over 10,000 interfaces some of which coded in Java and JavaScript.

In 2019, Emmanuel expanded his skill set and entered the field of digital marketing, quickly becoming a proficient Digital Marketing Strategist. He has since helped numerous clients develop robust digital marketing strategies for their businesses. His expertise encompasses Social Media Marketing, On-page and Off-page SEO, Google Ads, and Google Analytics. Additionally, he and a team have managed clients’ website development projects, ensuring that each site is optimized for SEO, further enhancing their online presence and performance.

Alongside their digital marketing expertise, Emmanuel has delved into the world of Affiliate Marketing, where Emmanuel and his team successfully managed and executed campaigns for a variety of clients. By identifying the right products and services to promote, Emmanuel and his team helped clients generate passive income streams and increase their overall revenue.

Their approach to Affiliate Marketing involves creating valuable content that educates and engages the target audience, while strategically incorporating affiliate links. Emmanuel and his team have experience working with multiple affiliate networks and platforms, ensuring optimal tracking and reporting of performance metrics. By staying up to date with the latest trends and best practices, Emmanuel and his team have been able to optimize affiliate campaigns for maximum results, fostering long-term partnerships and sustainable growth for their clients.

As an accomplished professional, Emmanuel holds dual Bachelor of Arts degrees in Linguistics and English, a Master of Science in Health Information Systems from the University of Pittsburgh, and a Ph.D. in Information Systems from Nova Southeastern University.

My Teaching History

Professor Bazile is a dedicated technology instructor and Adjunct Faculty professor, who began his teaching career in April 2000 at the Business Career Institute in Las Vegas, Nevada.

In 2001, he expanded his expertise by training nurses in the use of Electronic Medical Records (EMR) systems. His experience in both technology and healthcare led to his appointment as an Adjunct Faculty professor at the University of Phoenix in May 2008, where he has taught several graduate-level information technology and healthcare information systems courses.

Dr. Bazile has also developed an HL7 course, which he has taught at various healthcare facilities, drawing from his own book, “HL7: Introductory and Advanced Concepts,” currently available on Amazon. With a passion for teaching and a commitment to ensuring students get the most out of each course he teaches, Dr. Bazile is a valuable asset to both his students and the institutions he serves.

My Teaching Philosophy

My teaching philosophy as an Information Systems professor in healthcare is built on the concept that education should equip students to be confident and capable problem solvers who are prepared to traverse the complicated and ever-changing landscape of Healthcare IT.

In order to accomplish this, I prioritize the creation of a dynamic and engaging learning environment that encourages students to engage with course material and with one another. This involves employing a range of teaching approaches, such as lectures, seminars, and hands-on activities, to ensure that students learn in the manner that best matches their learning style.

I believe the reason we have Information Systems as a discipline is to allow students to apply technology to solve real world problems. If that is the case, both undergraduate and graduate students have to be challenged to incorporate their core academic courses with their matriculated subjects. As such, it is important that students enter their Junior and Senior years with a strong command of the core courses such as Programming, databases, networks, hardware and software, as they serve as the foundation upon which real-world solutions will be built.

I also believe in the importance of incorporating real-world examples and case studies into my courses, as this helps to connect abstract concepts to practical applications. Additionally, I encourage students to apply what they are learning to their own personal and professional goals, as this helps to make the material more meaningful and relevant to their lives.

I strive to foster a positive and supportive learning environment where all students feel comfortable asking questions and participating in class discussions. I believe that this is key to fostering a sense of community and ensuring that all students have the opportunity to succeed.

I have also taught online courses. I have found in an asynchronous learning environment it can be difficult to apply the Peer Teaching or Experiential Learning Pedagogical Approaches. However, I have found the Discovery Learning approach to works quite well. Along with a boost to students’ self-confidence, Discovery Learning in an online environment allows students to synthesize information, expand on existing concepts on their own, while experiencing a positive outcome through trial and error.

Ultimately, my mission as an educator, and a Healthcare IT Information Systems professor is to provide students with the knowledge, skills, and confidence they need to thrive and succeed in their careers and to be technological leaders. By creating a positive and supportive learning environment, incorporating real-world examples and case studies, and encouraging students to apply what they are learning to their own objectives; my hope is to inspire and empower all students to achieve their full potential.

Population Size:

A total of 310 responses were originally received. Any response containing missing data due to unclicked radio buttons or unchecked checkboxes were first reviewed, and, if justified, were omitted from analysis. For surveys with missing data, a total of 18 responses were removed. In order to address any issues with response-set, the data was downloaded into Microsoft Access and queries ran to identify responses that contained the same values for each question. A total of 16 responses were found to be qualified for removal. Another 18 were identified as outliers and removed leaving a total of 258 responses for the study analysis.

In order to assess multivariate outliers, the Mahalanobis distances were calculated and plotted against their corresponding Chi-Square distribution percentiles (Schmidt & Hunter, 2003). The resulting scatterplot is similar to a univariate normal Q-Q plot, where deviations from a straight line show evidence of non-normality. The data showed indications of moderate deviations from multivariate normality, as indicated by the concavity of the data points. There were no additional multivariate outliers or missing values in the data after the removal of 52 responses.

Descriptive Statistics

Frequencies and percentages were conducted for the demographics indicators, while means and standard deviations were calculated for the continuous indicators. For gender, there were 151 females (59%) and 107 males (41%) in the sample. For ethnicity, most participants were Caucasian (119, 46%), followed by African American (56, 22%). The two most populous education levels were Bachelor’s (90, 35%) and Master’s (62, 22%). The biggest proportion of the sample by age group was the 35-44 age group (101, 39%) followed by the 45-54 age group (59, 23%).

Analysis:

Confirmatory Factor Analysis and Composite Reliability

A CFA was conducted along with a reliability analysis to assess construct validity. Examination of modification indices and factor loadings indicated that CSE1, CSE5, CSE7, PC5, ATE1, ATE6, ATE8, PP5, and PP6 were all causing significant problems with the model parameters. The results of the last iteration of the CFA performed in R showed significantly improved fit, although still poor overall (χ2(545) = 2125.61, p < .001, CFI = 0.82, TLI = 0.81, RMSEA = 0.11). The high degrees of freedom indicate that a very large number of parameters are being estimated in this model.

Composite Reliability

For the full model, each construct had excellent reliability. The ATE latent construct had a composite reliability value of 0.89. The ORC construct had a composite reliability value of 0.94. The CSE latent construct had a composite reliability value of 0.85 and PC had a composite reliability value of 0.95. For PP and RES, the composite reliability scores were 0.80 and 0.96 respectively. These values indicate that the loadings for each construct were all directionally similar, and that the items in each construct show a high degree of consistency.

Cronbach’s Alpha

Cronbach’s alpha values were calculated for the items in each construct. The alphas for PC (α = 0.90), AXY (α = 0.94), and RES (α = 0.94) indicated excellent reliability. The alphas for CSE (α = 0.80), ATE (α = 0.88), and PP (α = 0.83) all showed good reliability. These values confirm the results of the composite reliability tests, and reiterate the high degree of reliability within each latent construct.

Partial Least Squares – Structural Equation Modeling

A partial least squares- structural equation modeling (PLS-SEM) was conducted to determine how well the data fit the proposed model, and discern whether significant relationships existed between the independent and dependent constructs. The full model showed AVE values of 0.53 for ATE, 0.69 for AXY, 0.44 for CSE, .72 for PC, .35 for PP, and 0.81 for RES. The high values for AXY, PC, and RES indicate that the amount of variance accounted for in the manifest variables is sufficiently high. The values for ATE, CSE, and PP indicate that some of the variance in the manifest variables is left unexplained.

Structural Model

Once the measurement model had been tested for model specification, the structural model was tested to determine if ATE, AXY, CSE, PC, and PP had a significant effect on RES. A path weighted model was calculated using 10,000 bootstrap samples in R. The results showed a pseudo R-squared value of 0.78. This indicates that approximately 78% of the variance in RES is explainable by the collective effects of CSE, PC, ATE, PP, and AXY.

Further examination of the effects indicated that AXY had a highly significant effect on RES (= 0.87, < .001). This indicates that a standard deviation increase in AXY increases the expected value of RES by 0.87 standard deviations. CSE did not have a significant effect on RES (= 0.02, = .423). Additionally, CSE (= 0.02, = .423), PC (= 0.05, = .334), ATE (= 0.00, = .983), and PP (= 0.03, = .407) did not have significant effects on RES. Table 11 outlines the results of the path estimates.

Correlation Analyses

Both Pearson and Spearman correlations were calculated on the composite scores. The results of the Pearson correlations indicated that CSE was significantly correlated AXY (= 0.22, < .001) and RES (= 0.21, < .001). The results also indicated that PC was significantly correlated with ATE (= -0.79, < .001), AXY (= 0.18, < .001), and RES (= 0.20, < .001). ATE was significantly correlated with AXY (= -0.19, < .001) and RES (= -0.19, < .001). AXY was significantly correlated with RES (= 0.85, < .001).

ANCOVA Analyses

An analysis of covariance (ANCOVA) was conducted to determine if a significant relationship existed between the AXY, PP, CSE, PC, ATE scores and RES controlling for Gender, Age, Ethnicity, Education, and Specialty. The overall model was found to be significant (F(63,194) = 53.39, < .001), with an R2 value of .95, indicating that 95% of the variance in RES was explained by the collective effect of the independent variables and covariates.

Since the overall model was found to be significant, the model’s covariates were assessed. The AXY (F(10,194) = 262.20, < .001), ATE (F(7,194) = 2.20, = .036), Years computers (F(1,194) = 5.71, = .018), and PC (F(12,194) = 2.00, = .026) scores were found to be significant, indicating that a significant amount of variance in RES is explained by AXY, ATE, and PC.

A path diagram depicting the results of the structural model.

Results

This research investigated Computer Self-Efficacy (CSE), Perceived Complexity (PC), Attitudes toward EMR Systems (ATE), Peer Pressure (PP), and Anxiety (AXY) to determine whether these constructs as individuals, or as a group, or coupled together with some other factors could significantly explain resistance to EMR systems. Quantitative examination of self-reported survey results was performed to understand the strength and significance of the relationships, while these relationships were investigated to test the strength of model fit.

the regression paths of the structural model were examined to test the hypotheses. Significance was determined using an alpha level of .05. The model had an overall R2 value of 0.78. This indicates that approximately 78% of the variability in RES can be accounted for by CSE, PC, ATE, PP, and AXY. Since the overall model was significant, the individual coefficients can be interpreted. Some of the hypotheses were supported by the results of this study, and some were rejected. The construction of a data model of the relationships in this study could not meet thresholds that would be evidence of a good fit of the relationships identified in the study.

The fifth hypotheses tested the influence of AXY on resistance to EMR systems. AXY was expressed to be significantly related to resistance (r=.87, p<.001). This finding supports the hypothesis that anxiety with the EMR system will lead to medical care professionals rejecting use of the system. Unlike the findings of the first four hypotheses, the findings of the current study support previous research. Angst and Agarwal (2009) indicated that AXY is a factor which is significantly related to the problem of EMR system resistance. Based on the empirical findings of previous research, the present research and conceptual propositions and conclusions in previously written scholarly articles, there is a great deal of support for the finding that AXY is significantly influenced by EMR resistance.

The findings of this research do not support all findings by previous researchers, and there are multiple relationships which had been established as being significant that were identified as being insignificant in the current research. Generally, because of the inconsistency of previous findings and the current study there may be elements related to the sample examined or other contextual factors which may contribute to the inconsistency that exists. Ultimately, it is suggested that there be further research done on the problem of resistance to EMR system use.

Ultimately the findings support a new take on the problem of EMR system resistance that may contribute to the ways in which scholars investigate the problem of EMR resistance in general. This may also help with the way practitioners approach EMR systems, and articulate value of the systems to medical professionals investing record-keeping systems in the workplace.