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Writing Your Dissertation Review

Writing Your Dissertation Review

Table of Contents

Have you ever felt like you’re swimming in a sea of data, ideas, and academic expectations, and just when you think you’re getting somewhere, a giant wave of confusion knocks you back? We’ve been there. Navigating the choppy waters of writing a dissertation is no small feat. That’s why “Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work” (let’s call it WYD from here on out) might just be the life raft we need.

Learn more about the Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000 here.

The Essential Guide for Dissertation Writing

So, what sets WYD apart from the stacks of other dissertation guides out there? It’s like having a candid chat with a knowledgeable friend who’s been through the ringer and knows all the ins and outs of the dissertation journey. It’s structured but not stifling, comprehensive yet not overwhelming. Let’s break this down.

A Roadmap for the Dissertation Journey

We all know how daunting it can be to tackle a dissertation. WYD gives us a clear roadmap. From brainstorming topics to defending your final work, it covers it all. It’s not just about the ‘what’ but also the ‘how’.

To make things even clearer, here’s a table that breaks down the key stages covered in the book:

Stage Description
Planning Identifying a research topic, creating a proposal, and gathering essential resources.
Researching Conducting literature reviews, developing methodologies, and collecting data.
Writing Structuring chapters, maintaining academic style, and incorporating feedback.
Editing Revising drafts, refining arguments, and ensuring coherence.
Presenting Preparing for defense, creating presentations, and communicating findings clearly.

Making the Plan

We need to start with a solid plan, right? WYD focuses on helping us pinpoint a research topic that isn’t just interesting but also manageable. It walks us through drafting a strong proposal, which sets the foundation for the entire project. We can’t help but appreciate that blend of practical advice and motivational support.

The Research Gauntlet

Once we’ve got our plan laid out, we dive headfirst into research. This part could feel like running a marathon with no end in sight. Thankfully, WYD guides us through it gently, helping us conduct literature reviews and develop balanced methodologies. It’s packed with tips on how to navigate academic databases and whatnot—big lifesavers for those all-nighters in the library.

Writing Without Losing It

The actual writing—oh boy. It’s like trying to herd cats while juggling flaming torches. WYD offers a structured way to break down chapters, maintain a scholarly tone, and keep our sanity intact. Imagine this: we’re wrestling with tying together the introduction and conclusion, and WYD jumps in with a step-by-step process to make sure everything flows smoothly.

Editing: Smoothing Out the Rough Edges

“No part of the process is more critical than editing.” We might have heard this before, but WYD underlines just how crucial it is. We learn to not only catch typos and grammatical errors but also refine our arguments and build coherence. The importance of peer reviews and feedback is stressed, and rightly so. It’s like having several pairs of fresh eyes, just in case we miss something glaring after staring at the screen for hours.

Presenting Like a Pro

Finally, the grand finale—presenting and defending our work. The anxiety can be paralyzing, but WYD equips us with strategies to build effective presentations and articulate our findings convincingly. It’s like being handed a secret playbook for the big game.

Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000

Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000

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User-Friendly Features

The structured advice WYD offers is complemented by features that make the book accessible and user-friendly. It’s the little things, really.

Checklists Galore

Who doesn’t love a good checklist? WYD includes checklists at various stages of the process, ensuring we don’t forget anything crucial. These are more than just tick boxes; they help us stay organized and focused.

Real-Life Examples

Examples aren’t just useful; they’re necessary. WYD is sprinkled with real-life examples that illustrate key points, whether it’s a sample literature review or a methodology section. Seeing how others have tackled similar issues can be incredibly reassuring.

Bite-Sized Information

We’ve all experienced information overload. WYD accommodates this by breaking down dense information into more manageable chunks. This makes it easy to digest complex concepts without wanting to throw the book out the window.

Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000

Check out the Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000 here.

Why This Edition?

You might be wondering, why the third edition specifically? Each edition has been refined based on feedback from readers and academic advancements, making this one the most comprehensive yet. It’s up-to-date with recent research practices and technological resources, which are ever so crucial in today’s academic landscape.

Common Challenges Addressed

What’s a guide worth if it doesn’t address our biggest pain points? WYD doesn’t shy away from tackling the common challenges we face head-on.

Overcoming Procrastination

Procrastination is the silent killer of dissertations. WYD provides actionable strategies to combat it. From setting realistic daily goals to using tools that block distracting websites, we find ways to stay on track.

Managing Time Efficiently

Time management isn’t just important; it’s survival. The book offers techniques to balance our research with other commitments. It’s all about creating a sustainable rhythm that ensures steady progress.

Handling Feedback Constructively

Receiving feedback can sometimes feel like a personal attack, even when it’s constructive. WYD teaches us to handle it professionally, using it to improve our work rather than taking it to heart.

Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000

Final Thoughts

Whether we’re just starting our dissertation journey or are knee-deep in drafts, “Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work” acts as our reliable guide. It’s detailed yet approachable, offering both academic rigor and practical wisdom. Above all, it reminds us that while the dissertation process may be demanding, we’re not alone in it. With the right tools and guidance, we can tackle this giant academic hurdle and come out victorious.

See the Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work Paperback – 1 April 2000 in detail.

Disclosure: As an Amazon Associate, I earn from qualifying purchases.

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Emmanuel Bazile All Rights Reserved

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 (B = 0.87, p < .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 (B = 0.02, p = .423). Additionally, CSE (B = 0.02, p = .423), PC (B = 0.05, p = .334), ATE (B = 0.00, p = .983), and PP (B = 0.03, p = .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 (r = 0.22, p < .001) and RES (r = 0.21, p < .001). The results also indicated that PC was significantly correlated with ATE (r = -0.79, p < .001), AXY (r = 0.18, p < .001), and RES (r = 0.20, p < .001). ATE was significantly correlated with AXY (r = -0.19, p < .001) and RES (r = -0.19, p < .001). AXY was significantly correlated with RES (r = 0.85, p < .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, p < .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, p < .001), ATE (F(7,194) = 2.20, p = .036), Years computers (F(1,194) = 5.71, p = .018), and PC (F(12,194) = 2.00, p = .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.