Strategies and Tips to Complete a Doctoral Dissertation ... · dissertation to complete your...

Strategies & Tips to Complete a Doctoral Dissertation Program

2 Copyright © 2016 Dr. Rich Schuttler www.drrichschuttler.com

Contents Introduction ..................................................................................................................... 3

Chapter One ....................................................................................................................... 5

The “Thinking About It” Stage ..................................................................................................... 5

Chapter Two ....................................................................................................................... 9

Preparing the Proposal ................................................................................................................ 9

Chapter Three ................................................................................................................ 17

Writing the Thesis or Dissertation ............................................................................................ 17

Why dіѕѕеrtаtіоnѕ don’t get fіnіѕhеd ...................................................................................... 223

Yes, You Can Finish Your Dissertation ....................................................................................... 24

Chapter Four ................................................................................................................... 27

Secrets to Completing a Dissertation ........................................................................................ 27

Chapter Five ................................................................................................................... 30

Myths about Writing ................................................................................................................. 30

General Advice about Writing ................................................................................................... 31

Dealing with Common Challenges ............................................................................................ 33

What They’re Saying about Dr. Rich and the “Taking the B Out of ABD” Program…………….........39

Dr. Rich Schuttler’s Biography……………………………………………………….………………………………………...40

Consider Dr. Rich for at Your Next Event…………………………………………….….………………………………..42



Introduction Your dіѕѕеrtаtіоn is like a hall pass as it provides уоur еntrу іntо асаdеmia to be a scholar or

credentialed professor. It might also be considered as a union card get you into organizational

leadership to become an even more senior leader. But it’s not as easy to get as one may believe!

Wrіtіng a dіѕѕеrtаtіоn can be and often is overwhelming for many. It’s ѕсаrу tо іmаgіnе writing

a wоrk 200 or mоrе pages and submitting it to dіѕtіnguіѕhеd ѕсhоlаrѕ and career subject matter

experts whоѕе оріnіоn оf уоur іntеllіgеnсе аnd talent wіll dереnd on whаt you hаvе соmрlеtеd.

The good thing is: you can do it!

Thе ѕіnglе bіggеѕt оbѕtасlе to соmрlеtіоn іѕ рѕусhоlоgісаl. Tо be sure, a dіѕѕеrtаtіоn іnvоlvеѕ far

more research then most students have ever done bеfоrе. But, bу thе tіmе you bеgіn your

dіѕѕеrtаtіоn proposal, уоu’vе аlrеаdу written соuntlеѕѕ еѕѕауѕ, rероrtѕ, аnd соnfеrеnсе

рrеѕеntаtіоnѕ. A dissertation is in the end, simply a research study report—rеvіѕеd tо рrоvіdе

соnсерtuаl unіtу. Completing a dissertation then is mainly a matter of one’s mindset and

perservance more than anything else!

First thing to do is choose a topic you are passionate about. If you find a problem that needs fixing

and you believe you can make it difference, the BINGO, you’re set! The idea is to collect data to

produce information that others can use to lessen the problems they are confronting and that

will also fill a gap in the literature – that you identify. Serving others through your dissertation

research is noble and worthy of your time!



Alѕо, choose a dо‐аblе tоріс. A gооd dissertation tоріс іѕ сlеаrlу delimited. A topic thаt іѕ оvеrlу

broad, еxсеѕѕіvеlу аmbіtіоuѕ, or vague іѕ a recipe fоr fаіlurе. Aѕ thе сlісhé gоеѕ: thе only gооd

dіѕѕеrtаtіоn іѕ a finished dіѕѕеrtаtіоn, but a significant and substantial dissertation is better!

Hаlf a сеnturу аgо, doctoral students were ѕаіd to wrіtе thеѕеѕ, rather thаn dissertations. Thаt is,

they wrote mаnuѕсrірtѕ that аddrеѕѕеd a clearly posed quеѕtіоn аnd рrоvіdеd a соmреllіng

аrgumеnt. But today, you will collect data and answer that question!

Orgаnіzе уоur dіѕѕеrtаtіоn, and its сhарtеrѕ, around one or more research quеѕtіоnѕ:

ѕubѕtаntіvе, соnсерtuаl, аnd mеthоdоlоgісаl. Thеn lооk аt whаt оthеr ѕсhоlаrѕ hаvе offered

аbоut these questions аnd consider the wауѕ that уоu аgrее or dіѕаgrее wіth thеm. Look for a

gap in the literature or where there is a problem when practice does not follow theory.

Take hеаrt. One mеntоr ѕаіd: “Wіth аlmоѕt every реrѕоn whоѕе dіѕѕеrtаtіоn I dіrесtеd, thе fіrѕt

drаft сhарtеrѕ were dіѕаѕtrоuѕ.” Gеt уоur ideas in the paper; then уоur dissertation chair can

collarborate with you through a number of refinements to get your work ready for review by

others. Follow your university provided dissertation template and do not deviate from that

roadmap if you want to get done!

I apply the philosophy of ‘incremental gains’ to all I do. And, this can work for you too! Don’t

worry about writing 200 pages, just focus on one section, in one chapter at a time. You can write

two paragraphs in the problem statement then write another paragraph for the problem

statement. Then a few more and let chapter 1 add‐up and soon you’ll have 20+ pages in a well‐

designed chapter. Incremental gains: small steps of progress over time add up to be HUGE

successes!



Chapter One The “Thinking About It” Stage

The "thinking about it stage" is when you are finally confronted with the reality of starting your

dissertation to complete your degree. Maybe this happens when you have to write a concept

paper or prospectus to put your ideas into a format your faculty can use to assess the value of

your ideas to produce a significant and substantial doctoral dissertation that will bring great

credit upon you and your university.

Usually, the early phases of a graduate program proceed in clear and structured ways. The

beginning phases of a graduate program proceed in much the same manner as an undergraduate

degree program. There are clear requirements and expectations, and the graduate student

moves along, paper by paper, course by course, getting ever closer to the completion of the

program.

Then one day, that clear structure begins to diminish and now you're approaching the

dissertation stage. This is a new and different time for most doctoral students. These next steps

are more and more defined by you and not your dissertation chair, the program, or the

department. If you’re not self‐motivated, you better get that way quickly! If you cannot manage

your time and competing priorities, you will not do as well as you might believe otherwise!

Based on my years of being a dissertation chair and committee member, here are some tips and

strategies to help you do even better, get done sooner, learn even more, and enjoy the process

more!

1. Be inclusive with your thinking

Don't try to eliminate ideas too quickly. Build on your ideas and see how many different research

projects you can identify. Give yourself the luxury of being expansive in your thinking at this stage

‐‐ you won't be able to do this later on. Try and be creative – consider making a concept map!

2. Write down your ideas

This will allow you to revisit ideas later on. Or, you can modify and change an idea. If you don't

write your ideas they tend to be in a continual state of change and you will probably have the

feeling that you're not going anywhere. What a great feeling it is to be able to sit down and scan

the many ideas you have been thinking about, if they're written down.



3. Try not to be overly influenced

Try not to be overly influenced at this time by what you believe others expect from you (your

colleagues, your profession, your academic department, etc.). You have a much better chance of

selecting a topic that will be really of interest to you if it is your topic. This will be one of the few

opportunities you may have in your professional life to focus in on a research topic that is really

of your own choosing. Make it your idea, your work, your dissertation!

4. Don't begin your thinking by assuming that your research will draw international attention to you!!

Instead, be realistic in setting your goal. Make sure your expectations are tempered by:

The realization that you are fulfilling an academic requirement. The fact that the process

of conducting the research may be just as important (or more important) than the

outcomes of the research, and

The idea that first and foremost the whole research project should be a learning

experience for you so after you graduate you are an informed consumer of research and

have some experiencing doing data collection and analysis.

The fact you want to graduate sooner than later!

If you can keep these ideas in mind while you're thinking through your research you stand an

excellent chance of having your research project turn out well and in a timely manner.

5. Be realistic about the time that you are willing to commit to your research project

If it's a 2+ year dissertation project that you're thinking about admit it at the beginning and then

decide whether or not you have that time and money to give to it. If the project you'd like to do

is going to demand more time than you're willing to commit then you have a problem. From start

to finish, there is no reason a dissertation should take you more than 12‐months! And, if it has,

please do yourself a favor and contact me immediately about my 60‐day Mentoring program at

http://www.drrichschuttler.com/dr‐richs‐60‐day‐1‐on‐1‐dissertation‐proposal‐mentoring‐

program/



I know it's still early in your thinking but it's never too early to create a draft or a timeline. Try

using the 6 Stages (see below) and put a start and a finish time for each. Post your timeline in a

conspicuous place (above your computer monitor?) so that it continually reminds you how you're

doing. Periodically (at least monthly), update your timeline with new dates as needed. Sounds

like ‘incremental gains’ to me! Also be realistic, most students create an unrealistic timeline that

needs to be extended far beyond the original completing date – after all ‘life happens!’

Stage 1 ‐ Thinking About It

Stage 2 ‐ Preparing the Proposal

Stage 3 ‐ Conducting the Research

Stage 4 ‐ Writing the Research Paper*

Stage 5 ‐ Sharing the Research Outcomes with Others

Stage 6 ‐ Revising the Research Paper

6. Asking for leave from work; some do!

If you're going to ask for a leave of absence from your job (some can and do) while you're working

on your research this isn't a good time to do it. Chances are you can do the "thinking about it"

stage without a leave of absence. Assuming that there are six major phases that you will have

during your research project, probably the best time to get the most from a leave of absence is

during the fourth stage* ‐ the writing stage.

Step 4 is the time when you really need to be thinking well. To be able to work at your writing in

large blocks of time without interruptions is something really important. A leave of absence from

your job can allow this to happen. A leave of absence from your job prior to this stage may not

be a very efficient use of the valuable time away from your work.

7. Try a very small preliminary research study

It can be most helpful at this early stage to try a very small preliminary research study to test out

some of your ideas to help you gain further confidence in what you'd like to do. The study can be

as simple as conducting half a dozen informal interviews with no attempt to document what is

said. The point is that it will give you a chance to get closer to your research and to test out

whether or not you really are interested in the topic. And, you can do it before you have

committed yourself to doing something you may not like. Take your time and try it first.



Chapter Two Preparing the Proposal

Assuming you've done a good job of "thinking about" your research project, you're ready to

actually prepare the proposal (or perhaps your university first requires you to complete and get

approved a concept paper or prospectus). A word of caution ‐‐ those students who tend to have

a problem in coming up with a viable proposal often are the ones who have tried to rush through

the "thinking about it" part and move too quickly to trying to write the proposal. Here's a final

check. Do each of these statements describe you? If they do you're ready to prepare your

research proposal.

I am familiar with other research that has been conducted in areas related to my research

project.

(___Yes, it's me)

(___No, not me)

I have a clear understanding of the steps that I will use in conducting my research.

(___Yes, it's me)

(___No, not me)

I feel that I have the ability to get through each of the steps necessary to complete my research

project.

(___Yes, it's me)

(___No, not me)

I know that I am self‐motivated and have the drive to get through all of the steps in the research

project.

(___Yes, it's me)

(___No, not me)

Okay, you're ready to write your research proposal. Here are some ideas to help with the task:



8. Read through someone else's research proposal

Quite frequently, a real stumbling block is that we don't have an image in our mind of what the

finished research proposal should look like. How has the other proposal been organized? What

are the headings that have been used? Does the other proposal seem clear? Does it seem to

suggest that the writer knows the subject area? Can I model my proposal after one of the ones

that I've seen? If you can't readily find a proposal or two to look at, ask your adviser to see some.

You can search for published dissertations online for other such examples for content and format.

Check to see if your university provides templates as well as proposal and/ or dissertation

handbooks to guide you.

In my 52‐week Incremental Gains and Complete Bundle of Chapters 1 – 5 programs, I provide

examples of actual work my mentees did that allowed for their approvals. First I share exactly

how to write each heading in each section and where applicable I provide actual examples from

approved proposals and dissertations. You first learn, see an example, and then write your work!

Check out those programs at http://www.drrichschuttler.com/taking‐the‐b‐out‐of‐abd‐2/ and

watch a FREE lesson on how to write the Nature of the Study section. And, while you’re on my

website, scroll down and join a free webinar series too!

9. Make sure your proposal has a comprehensive review of the literature included

Now this idea, at first thought, may not seem to make sense. I have heard many students tell me

that "This is only the proposal. I'll do a complete literature search for the dissertation. I don't want

to waste the time now." But, this is the time to do that. The rationale behind the literature review

consists of an argument with two lines of analysis: 1) this research is needed, and 2) the

methodology I have chosen is most appropriate for the question that is being asked. Now, why

would you want to wait? Now is the time to get informed and to learn from others who have

preceded you! If you wait until you are writing the dissertation it is too late. You've got to do it

sometime so you might as well get on with it and do it now. Plus, you will probably want to add

to the literature review when you're writing the final dissertation (Hint: Use Google Alerts!)

Most university guidance is as such that you will need to produce 30 or more pages in your

Chapter 2 review of the literature. Keep in mind, take the reader through your story of the related

literature, reflecting higher order levels of ‘your’ critical thinking. And, end the chapter, before

the Conclusion section, with two to three paragraphs identifying the Gap in the Literature. Keep

in mind, no slang, trite casual or conversation tone writing. This is after all a scholarly review of

the literature! And, oh yeah, be sure to format it to the APA Manual’s guidance too (whatever

your university stipulates for a form and style preference).



10. Availability of photocopy machines

With the ready availability of printing and saving electronic files you should be able to bypass

many of the hardships that previous dissertation researchers had to deal with in developing their

literature review. When you read something that is important to your study, save the relevant

article or section. Keep your files organized according to categories and sections in your proposal

chapters. And, most importantly, save the bibliographic or references so that you can easily cite

in your references pages. Then, when you decide to sit down and actually write the scholarly

literature review, bring out your files, put them into logical and sequential order, and then begin

your writing. I suggest you write your ideas first then add in your sources to support or refute

your expertise. Make it your story not a string or quotes and paraphrases.

My Taking the B Out of ABD program provides step‐by‐step guidance on how to design and write

a scholarly literature review. Watch the lessons, learn, and write! More information can be found

at http://www.drrichschuttler.com/taking‐the‐b‐out‐of‐abd‐2/ Let me help make this easy for

you! (P.S. Have you considered staring with a concept / mind‐map? If not, you might want to! It

can save you much time in the early phases of designing and Chapter 2. My program offers

guidance on how to apply creative thinking and then move the map’s content to a linear outline.

All this value – add ideas ‐ are in my programs as I know they worked for others and they can

work for you too!)

11. What is a proposal anyway?

A good proposal should consist of the first three chapters of the dissertation. It should begin

with background information as to how a problem came to be and then the problem statement

today and the purpose of your study (typically Chapter I of the dissertation), then move on to a

review of the literature identifying a gap in the literature (Chapter 2), and conclude with a

defining of the research methodology and plans for how you will collect and analyze data

(Chapter 3).

Of course, it should be written in a future tense since it is a proposal. To turn a good proposal

into the first three chapters of the dissertation consists of changing the tense from future tense

to past tense (from "This is what I would like to do" to "This is what I did") and making any changes

based on the way you actually carried out the research when compared to how you proposed to

do it. Often the intentions we state in our proposal turn out different in reality and we then have

to make appropriate editorial changes to move it from proposal to dissertation.



12. Focus your research very specifically

Don't try to have your research cover too broad an area. Now you may think that this will distort

what you want to do. This may be the case, but you will be able to do the project if it is narrowly

defined. Usually a broadly defined project is not do‐able. By defining too broadly it may sound

better to you, but there is a great chance that it will be unmanageable as a research project.

When you complete your research project it is important that you have something specific and

definitive to provide that can fill the gap in the literature. This can be accommodated and

enhanced by narrowly defining your project. Otherwise, you may have only broadly based things

to say about large areas that really provide little guidance to others that may follow you.

Often the researcher finds that what he/she originally thought to be a good research project

turns out to really be a group of research projects. Do one project for your dissertation and save

the other projects for later in your career. Don't try to solve all of the problems and save the

world with you dissertation; do a significant and substantial research study and graduate!

13. Include a title on your proposal

I'm amazed at how often the title is left for the end of the student's writing and then somehow

forgotten when the proposal is prepared for the committee. A good proposal has a good title and

it is the first thing to help the reader begin to understand the nature of your work. Use it wisely!

Work on your title early in the process and revisit it often. It's easy for a reader to identify those

proposals where the title has been focused upon by the student. For as long as you are going to

be working on your dissertation and after, people will ask you about your research. A good title

will allow you to easily answer all those questions you will get forever!

Preparing a good title means 15‐words or less:

Having the most important words appear toward the beginning of your title,

Limiting the use of ambiguous or confusing words,

Breaking your title up into a title and subtitle when you have too many words,

Including your research method and design

Including key words that will help researchers in the future find your work.

Example from one of my mentees, Dr. Joseph Hage who in 2013 won the Quantitative

Dissertation of the Year Award:

INFLUENCE OF RELIGION AND RELIGIOSITY ON LEADERSHIP PRACTICES IN THE WORKPLACE: A

QUANTITATIVE CORRELATION STUDY



14. Research proposal be organized around a set of questions

It's important that your research proposal be organized around one or more research questions

that will guide your research. When selecting these guiding questions, write them so that they

frame your research and put it into perspective with other research. Write you research

questions so that their answers can be used to fill the gap in the literature you articulate in

Chapter 2.

These questions must serve to establish the link between your research and other research that

has preceded you. Your research questions should clearly show the relationship of your research

to your field of study. Don't be carried away at this point and make your questions too narrow.

You must start with broad relational questions. And, your research questions MUST align with

your research design! Once you decide your research design, then start to build your expertise

in that design – this will save you much time later!

A good question:

To what extent, if any, do adult learners in a rural adult education setting correlate to earned

income in the southern Georgia?

A poor question:

Do adult learners in a rural adult education setting make more money than those who live in

downtown Atlanta, Georgia?

15. More Ideas

Now here are a few more ideas regarding the defining of your research project through your

proposal.

a. Make sure that you will be benefitting those who are participating in the research.

Don't only see the subjects as sources of data for you to analyze. Make sure you treat

them as participants in the research. They have the right to understand what you are

doing and you have a responsibility to share the findings with them for their reaction.

Your research should not only empower you with new understandings but it should also

empower those who are participating with you. Look to align the Significance of the Study

section in Chapter 1 to those who can potentially benefit from your study when

completed.



b. Choose your methodology wisely. Don't be too quick in running away from using a

quantitative methodology because you fear the use of statistics. A qualitative approach

to research can yield new and exciting understandings, but it should not be undertaken

because of a fear of quantitative research. A well designed quantitative research study

can often be accomplished in very clear and direct ways. A similar study of a qualitative

nature usually requires considerably more time and a tremendous burden to create new

paths for analysis where previously no path had existed. Choose your methodology

wisely! Choose your research method and designs based on what data is needed to

produce the correct information to fill the gap in the literature you noted in Chapter 2.

c. Sometimes a mixed methodology makes the most sense. You can combine a qualitative

preliminary study (to define your population more clearly, to develop your

instrumentation more specifically or to establish hypotheses for investigation) with a

quantitative main study to yield a research project that works well. But, be cautious, a

mixed‐method study may be beyond the scope of a dissertation you want to do. It can

take more time than you think it will. Check with your dissertation chair about this before

committing to using this research method in your dissertation research.

d. Deciding on where you will conduct the research is a major decision. If you are from

another area of the country or a different country there is often an expectation that you

will return to your "home" to conduct the research. This may yield more meaningful

results, but it will also most likely create a situation whereby you are expected to fulfill

other obligations while you are home. For many students, the opportunity to conduct a

research project away from home is an important one since they are able to better control

many of the intervening variables that they cannot control at home. Think carefully

regarding your own situation before you make your decision.

e. What if you have the opportunity for conducting your research in conjunction with

another agency or project that is working in related areas. Should you do it? Sometimes

this works well, but most often the dissertation researcher gives up valuable freedom to

conduct the research project in conjunction with something else. Make sure the trade‐

offs are in your favor.

It can be very disastrous to have the other project suddenly get off schedule and to find

your own research project temporarily delayed. Or, you had tripled the size of your

sample since the agency was willing to pay the cost of postage. They paid for the postage

for the pre‐questionnaire. Now they are unable to assist with postage for the post‐

questionnaire. What happens to your research? I usually find that the cost of conducting

dissertation research is not prohibitive and the trade‐offs to work in conjunction with

another agency are not in favor of the researcher. Think twice before altering your project



to accommodate someone else. Enjoy the power and the freedom to make your own

decisions (and mistakes!) ‐‐ this is the way we learn.

16. Selecting and preparing your advisory committee

Selecting and preparing your dissertation committee to respond to your proposal should not be

taken lightly. If you do your "homework" well your dissertation committee can be most helpful

to you. Try these ideas:

a. If you are given the opportunity to select your dissertation committee do it wisely. Don't

only focus on faculty you like. Too many students have picked faculty they met once in a

residency or online class and thought that faculty member would make a great committee

member. That is not always the case! Some people are great in a big setting but one‐on‐

one not so much! You need more reasons to have someone on your committee because

they are nice and talked to you – it’s their job to talk to all students!

b. Make sure you have selected faculty for your committee who are supportive of you and

are willing to assist you in successfully completing your research. You want committee

members who you can ask for help and know that they will provide it for you. Stay away

from those who will not help you and expect you to find all the answers to all your

questions on your own! Don't forget, you can always access content experts who are not

on your committee at any time during your research project.

c. Your major professor/adviser/chairperson is your ally. When you go to the committee

for reactions to your proposal make sure your chairperson is fully supportive of you.

Spend time with him/her before the meeting so that your plans are clear and you know

you have full support. Be sure you both communicate regularly and in an open manner so

you can learn and improve your work as will be required. It is ‘your’ job to build a strong

professional relationship with your dissertation chair – not the other way around. You

need that person far more than your chair need you!

d. Pick committee members with intention. Consider one committee member who is an

expert research methodologist with specific depth and application of experience in the

research method and design you will apply to your dissertation research. If you can have

another committee member, seek a subject matter expert in your field of study, even if

your dissertation chair is as well. Get as much expertise on your team as you can; you’ll

need it!



Keep in mind, the dissertation chair is responsible for about 90% of the work you will do.

Your committee members are there to help when you chair needs assistance or to act as

facilitators of subject matter and research experts when you need such expert help. And,

they are to take a well‐developed proposal and dissertation that your dissertation chair

guided you to complete and act as first‐time readers of the full document to provide you

insights into areas for improvement to help ensure your work will be approved at the

university staff reviews.

Your committee is not there to make you feel good, though it is nice if they do. They are

there to help you learn more about how to produce and even better product. You need

to be able to accept feedback openly, revise your work based on that feedback, and apply

reflective learning forward. Committee members should not have to tell you more than

once to improve something. Most committee members will not expect perfection from

you, but they will expect you to get better and better over time while not making the

same mistakes over and over.



Chapter Three Writing Your Dissertation

Now this is the part we've been waiting for. I must assume that you have come up with a good

idea for research, had your proposal approved, collected the data, conducted your analyses and

now you're about to start writing the dissertation. If you've done the first steps well this part

shouldn't be too bad. In fact it might even be, and should be, enjoyable.

17. Writing dissertation myth

The major myth in writing a dissertation is that you start writing at Chapter 1 and then finish your

writing at Chapter 5. This is seldom the case. The most productive approach I have found is once

you have identified a ‘gap in the literature’ or realize there is a disparity between theory and

practice, to draft a related problem statement. Identify the general or holistic problem, perhaps

what is happening in the country and quantify suggesting how severe the problem is and to

whom. Then, identify the specific or micro problem that narrows from the general problem to

those who will be part of the survey population (in a city, state, region).

Focus on defining and refining the problem statement then move to the next section and write

that one, usually the purpose statement. Don’t worry about writing 20+ pages for Chapter 1, just

focus on two paragraphs in the problem statement, then go to the next heading or section and

write that one. Use ‘incremental gains’ to create one well‐developed section at time and soon



you’ll have a full Chapter 1 draft ready for full alignment if the research method and design. In

my Taking the B Out of ABD program, I offer 58 individual audio / video lessons on how to write

each heading in each chapter and how to align all headings within each chapter and then the

entire proposal and dissertation. More information on the Complete Bundle of lessons, go to

http://www.drrichschuttler.com/taking‐the‐b‐out‐of‐abd‐2/ If you’re struggling to get your

proposal approved, when is a good time to stop the madness? Yes, right now. Let me help you!

18. Apply higher order levels of critical thinking

Okay, you’re smart! You know that and your committee members know and believe that too!

But, do you write like a smart educated person? In particular, do you write scholarly reflective of

higher order critical thinking? Over my 17+ years of working with doctoral students in their

classes and dissertation related work, I have found they have been apply critical thinking at the

highest levels but due to poor habits write and talk at more so the lower levels. This needs to

change – especially if you want to get a proposal and dissertation approved! Too many smart

people dumb‐down their expertise and knowledge and never get the benefit of their intelligence.

(And, some wonder why they never achieve more success?!)

Don’t think smart and write dumb! Use Benjamin Bloom’s Cognitive Taxonomy verbs to improve

your writing to be more so reflective of your ability to synthesis, analyze, and evaluate the

literature and the works of others. It takes no critical thinking to quote others and not much

critical thinking to just paraphrase what others ‘stated.’ Do yourself a favor, learn to apply your

true abilities to how you communicate! You want a doctoral degree? Act like you already have

one!

19. Write specific, succinct, and purposeful

Another area that you need to get better at with your scholarly writing is your word choices.

You’re seeking the highest educational degree in the world, a doctoral degree that about 2% of

the educated people in the world have. Your doctoral level work should not be reflective of a

casual conversation with friends around the breakroom table but of an academic discourse. Stop

using contractions, slang, trite sayings in your scholarly writing (and speaking)! Use the

vocabulary of scholars and of researchers. You are after all producing a doctoral dissertation

research study – write as such and get approved sooner!

My mentees have heard and or read this many times:

“Write in a word choices that are specific, succinct, and purposeful! Yes, every word!”



20. Figures & Tables

I like tables and figures in every chapter of a dissertation. That is, if they add value! As they say,

“A picture is worth a thousand words.” I like figures to reflect a ‘concept map’ in Chapter 2. I like

other figures such as ‘research maps’ and ‘data analysis plans.’ And, I like figures that reflect

formulas applied to statistical analysis. I like tables to present the richness of one’s efforts to find

literature suggesting all the sources and year ranges in Chapter 2. And, I like tables in Chapter 4

when presenting data or theme findings.

When providing a table or figure:

1). Open a new paragraph and introduce to topic with a standard topic sentence (no citation).

2). Provide support content with a few sentences.

3). Allude to the table of figure and its number.

4). Present the figure or table.

5). Then provide as many other paragraphs (after the figure or table) needed to fully explain the

contents of that figure or table. If there is nothing to explain, then you may want to question

even inserting the figure or table!

(When you include figures and tables, if you align your work to prescribed guidance in the APA

Manual, be sure you verify you did steps 3 & 4 per that specific guidance! Attention to details!)

21. Dissertation-style writing

Dissertation‐style writing is not designed to be entertaining but it does need to be informative!

Dissertation writing should be clear and unambiguous. To do this well you should prepare a list

of key words that are important to your research and then your writing should use this set of key

words throughout.

There is nothing as frustrating to a reader as a manuscript that keeps using alternate words to

mean the same thing. If you have decided that a key phrase for your research is "educational

workshop," then do not try substituting other phrases like "in‐service program," "learning

workshop," "educational institute," or "educational program." Always stay with the same phrase

‐ "educational workshop." It will be clear to the reader exactly what you are referring to.



22. Review two or three well organized and presented dissertations

Look for and download a couple ‘recently’ published dissertations from your university. The

reason for a recent dissertations is that much like you, your university also matures and gets

better. Your program leaders look to improve the value of their dissertations over time and what

was approved in prior years may not match up to today’s standards. See what is recently

published to ensure the format and design you emulate will serve you well. Use these published

dissertations as a model for the preparation of your own dissertation. In this way you will have

an idea at the beginning of your writing what your finished dissertation will look like.

23. Table of Contents

We are all familiar with how helpful the Table of Contents is to the reader. What we sometimes

don't realize is that it is also invaluable to the writer. Use the Table of Contents to help you

improve your manuscript. Use it to see if you've left something out, if you are presenting your

sections in the most logical order, or if you need to make your wording a bit clearer.

Thanks to the miracle of computer technology, you can easily copy/paste each of your headings

from throughout your writing into the Table of Contents. Then sit back and see if the Table of

Contents is clear and will make good sense to the reader. You will be amazed at how easy it will

be to see areas that may need some more attention. Also, use this Table of Contents to ensure

you have balance in your Chapter 2 content! Don't wait until the end to do your Table of

Contents. Do it early enough (revise it as needed) so you can benefit from the information it will

provide to you.

24. Conclusions and implications

If you are including a Conclusions/Implications section in your dissertation make sure you really

present conclusions and implications. Often the writer uses the conclusions and implications

section to merely restate the research findings. Don't waste my time. I've already read the

findings and now, I want you to help me understand what it all means.

This is an important section of the dissertation and is sometimes best done after you've had a

few days to step away from your research and allow yourself to put your research into

perspective. If you do this you will no doubt be able to draw a variety of insights that help link

your research to other areas. I usually think of conclusions/implications as the "So what? & Who

Cares?” section. In other words, what are the most important findings that we can draw from

your study.



Do yourself, your committee members, and the academic community a favor. Don’t make strong

claims about weak findings and also do not make weak claims about strong findings. Be realistic

in what you suggest the data means. The end result is you are creating and suggesting meaning

from your dissertation research study; do so responsibly.

Dr. Rich Tip:

In Chapter 5, relate each finding, implication, and recommendation back to the data in

Chapter 4. Let the reader get the sense that you are not just making‐up and providing

unsubstantiated opinions but literally indicate in your writing where the data was born in

Chapter 4. Related to what the results of testing a null hypothesis suggests or how a

theme was generated from interview findings to support an implication in Chapter 5.

25. Suggestions for Further Research section.

Potentially the silliest part of the dissertation is the Suggestions for Further Research section. This

section is usually written at the very end of your writing project and often little energy is left to

make it very meaningful. The biggest problem with this section is that the suggestions are often

ones that could have been made prior to you conducting your research. Read and reread this

section until you are sure that you have made suggestions that emanate from your experiences

in conducting the research and the findings that you have evolved.

Make sure that your suggestions for further research serve to link your project with other

projects in the future and provide a further opportunity for the reader to better understand what

you have done. A good question to ask yourself is ‘What kind of suggestions would you have liked

others to make that could have helped you when you were starting?’ Then, write your section to

help someone who follows your work who may just want to extend your research study!

26. The last chapter should be the first chapter

Now it's time to write the last chapter. But what chapter is the last one? My perception is that

the last chapter should be the first chapter. I don't really mean this in the literal sense. Certainly

you wrote Chapter 1 at the beginning of this whole process. Now, at the end, it's time to "revise"

Chapter 1. After you've had a chance to write your dissertation all the way to the end, the last

thing you should do is turn back to Chapter 1. Reread Chapter 1 carefully with the insight you

now have from having completed Chapter 5. Does Chapter 1 clearly help the reader move in the

direction of Chapter 5? Are important concepts that will be necessary for understanding Chapter

5 presented in Chapter 1?



Why Dіѕѕеrtаtіоnѕ Don’t Get Fіnіѕhеd

1. The task seems overwhelming.

Thе ѕоlutіоn: Brеаk thе project іntо small, mаnаgеаblе unіtѕ – INCREMENTAL GAINS!

2. There are no clear deadlines.

The solution: Wоrk оn ѕub‐ѕесtіоnѕ that уоu can finish in a рrеdісtаblе amount of tіmе,

рrеfеrаblу at one setting. Write one section at a time even if it is one section each week. Don’t

forget, even slow progress is progress!

3. Bеіng оvеrроwеrеd bу nеgаtіvе thоughtѕ.

Sіlеnсе уоur іntеrnаl сrіtіс.

Ignоrе оr rерrеѕѕ self‐defeating thоughtѕ. Have a positive mindset. I have a 15 Lesson plan on

the Mindset of the Successful Doctoral Student. Check it out at

http://www.drrichschuttler.com/additional‐courses/

Ovеrсоmе уоur fееlіngѕ оf іnаdеԛuасу.

Brеаk you subject dоwn іntо manageable subsections. Write one at a time!

Rеfuѕе to ѕubmіt tо реrfесtіоnіѕm.

Thе ѕоlutіоn: Yоu muѕt gеt mаtеrіаl оn рареr bеfоrе уоu саn rеwоrk іt.

Listen to your favorite music or look at your favorite pictures.

It’s difficult to have negative thoughts when you listen to your favorite music or are looking at

your favorite pictures!

4. Bесоmіng isolated.

Thе ѕоlutіоn: Find sounding boards. Many who feel isolated find value in my 52‐week

Incremental Gains Program where I provide one audio video lesson (with PowerPoint) a week

on how to write a proposal and dissertation, a second audio visual bonus lesson each week,

weekly Dr. Rich quotes, and other information. This might help you feel more like I am there with

you 24/7/365 when you want and need the company and guidance. More on that at

http://www.drrichschuttler.com/52‐week‐incremental‐gains‐sales‐page/



5. Bесоmіng оvеrlу аnxіоuѕ about your mеntоrѕ’ rеасtіоnѕ. Thе ѕоlutіоn: Be a рrо. Gіvе еасh сhарtеr tо a mentor for соmmеntѕ. Call or Skype and talk to

your dissertation chair at least once a month. Realize you are going to get much feedback over

the entire time you work on your proposal and dissertation. All that feedback is designed to make

you learn more and your work even better. Feedback is a gift! Say thank you and be glad you are

getting it!



Yes, You Can Finish Your Dissertation

1. Distill your arguments into a single sentence. If you can explain your dissertation succinctly, you can write it.

"What I hope to communicate in this chapter/article/dissertation/book is ________."

Identify the basic questions or issues you are addressing and how your work relates to

contemporary literature. State the overall significance of your work to your field.

2. Set smaller – incremental gains - goals. (do you notice a ‘theme’ in this ebook?)

Write one heading at a time. Don’t ask yourself to “Write 30+ pages in Chapter 2” ‐ instead break

it down into tiny do‐able steps. Don’t scare yourself. Write your dissertation in manageable

segments as doing so helps to keep you focused on what you writing at the moment. If you can

manage just 1‐hour a day, you’ll be surprised at how much progress you’ll make with that focus!

3. Avoid the mistakes dissertators make.

Choosing a boring or overly broad and ambitious topic.

A good dissertation topic has clear focus and circumscribed limits.

Failure to focus:

‐ Every chapter should have a clear focus—an overarching question or issue that it

addresses.

‐ Failing to keep references for every quotation or piece of evidence.

4. There are two kinds of research: research on your topic and research relevant to writing.

In addition to collecting data or quotations, look at how other scholars (or even journalists)

handle your topic. How do they structure and frame their arguments? What key phrases do they

use? What can you learn from how others did their work not just what did they write.

5. Brainstorm, then organize your ideas.

After you have identified key ideas, organize them into a structure, then work through the ideas

one at a time. I like to create a ‘concept map’ first then convert that to an outline. Then, write to

the outline – one heading at a time. Yup, you are correct – with ‘incremental gains!’



6. There is no such thing as Writer’s Block.

When you don’t feel like writing, write SOMETHING. Spell out a chapter’s argument. Work on

your introduction. Analyze some of your evidence. Work on the literature review. Write down

your ideas. Proofread what you already wrote. Whatever you do, don’t stop writing! Don’t let

your negative self‐talk enter your head and win! You can be lazy once you earn your degree but

not right now!

7. Be selfish

Compartmentalize. Forget your other responsibilities and obligations. Find a time period when

you can work— and protect it. For me, I write best between 4 pm – 6 pm. And, I write at least 1‐

hour (yes, incremental gains). This time works for me as all my day’s work is done and I have

some creative energy left before it gets too late in the day. When do you write at your best? Why

write when you know it’s not an ideal time for you?

8. Find a sounding board, someone who you can speak to about your writing.

Tell this person what you have accomplished that day, your arguments, and the challenges you

encountered. A sounding board will not only help you formulate and clarify your ideas, but will

also help you make them more sophisticated, logical, and compelling.



Chapter Four Secrets to Completing a Dissertation

In the picture below you’ll see a bridge. This is not a normal bridge; this bridge represents your

dissertation, and like all bridges, it’s built around the keystone. The keystone of your dissertation

bridge is your research questions, then you pendulum to each side of the research questions to

flesh out the methodology, then to the literature review, then to the results, then ultimately off

to graduation. Expect this back and forth—you’ll build the bridge and you’ll get to where you’re

going.

1. Start with the research questions and hypotheses.

Research questions are the keystone and establish the whole project. They set‐up your

methodological approach, theoretical constructs, participants and sampling frame, and data

collection procedures. The research questions take either a quantitative form (i.e., questions

written in statistical language) or a qualitative form (i.e., phenomenological study revealing

human experience, grounded theory seeking to build a theory, or case study). That stated, you

might actually have to write your problem statement section first and your purpose statement

second. You need to have the questions in mind, but what one writes first is not quite an exact

science. Check with your dissertation chair and find what is best for you to do first, second, etc.



2. The methodology is the blueprint of the dissertation bridge.

I’ve heard the typical sequence for decades: Introduction, then literature, then methodology,

right? Wrong! The methodology is your project. Gather all of the plans for your study, then

imagine you can give your methods chapter to your next door neighbor who knows nothing about

your research; can they now replicate your study? All science is based on the ability to replicate

findings, and a clear methods chapter is the instruction manual for others to replicate your study.

Develop the participants, instruments, and procedures sections‐‐if you don’t have these, you

don’t have a study.

3. Consider participant recruitment and data collection very early on.

What are the potential implications (read “roadblocks”) when submitting your proposal to the

Institutional Review Board (IRB) if you are planning to interview vulnerable participants? Do you

think they may be cautious in approving your application? Of course they will! As an institution

they are opening themselves up to potential liability. An idea to consider is working backwards

from the data. What data can you secure (data from where you work or other secondary data)?

Then seek to develop your research questions from that data. You need to be aware of the

common denominator in your data. For example, a recent student‐researcher stated that she

wanted to examine five teachers’ leadership style on 150 students’ achievement scores. Guess

what her sample size is? Yep, its 5, and there is little you can statistically do with just 5

observations. Be sure you know what the difference is between good research and dissertation

worthy research!

4. Ask a librarian.

Without a doubt, the librarians were the most useful people to me when I was working on my

proposal and dissertation. I went to the University of Hawaii library every other Saturday morning

for months while working on my proposal and dissertation. Librarians know exactly where

everything is in their library and where to find everything else online. They are experts – let them

help you and you’ll be more efficient and effective in your searches for literature, books, and

perhaps even a shoulder to lean on when things get challenging and you just want to cry! (P.S. I

also learned after a couple visits to the library that if I brought the donuts or other such treats,

they were even more helpful to me.)



5. Hire a statistician, researcher tutor, and APA editor.

Student’s time is better spent on thinking through the implications of their findings rather than

working through the nuances of statistical analyses to generate accurate results, editing, and

other aspects on their own. You have to know everything in your proposal and dissertation and

defend your own work in your oral defense, but you can have help from experts. Be smart

enough to know what you don’t know then go find out who can teach it to you or help you!

6. Plan appropriately.

Expect revisions from your chair, readers, and the IRB, and plan for them. For example, my

dissertation chair put a 3x multiplier on my original timeline to complete a research project. He

was close, it took me far longer than I thought as it does my mentees! But, keep making progress

– incremental gains!

7. Relax.

I know it’s a challenging time during this process, but to be creative and to think well, you need

to stay calm. It helps to maintain a strong vision of you completing your dissertation. Stay in

balance in your life, and keep your attitude positive. Keep your family and friends around you!



Chapter Five Myths about Writing

Certain myths and misconceptions make writing problems worse and discourage you from

incorporating writing into your teaching.

Myth 1: Skilled writers write effortlessly.

Every writer procrastinates, gets anxious, and loses focus. The Pulitzer Prize winning historian

Richard Rhodes (American historian, journalist, and Pulitzer Prize winning author) offered a simple, if

crude, piece of advance: Keep your ass to the chair. Model writing on weight loss: Strive for small,

daily advances rather than attempting to do everything all at once. There is only way to write:

write a lot. He must have heard of incremental gains too!

Myth 2: Skilled writers write from carefully plotted outlines.

There is nothing wrong with brainstorming and carefully organizing your ideas. But in fact writing

is messy. It is not a linear process. Writing is thinking. It is during the writing process itself that

you will come up with your best ideas. For me, I write 1‐hour a day as I can be totally focused for

that amount of time. And, the next day, I remember where I left off the day before!

Myth 3: There are two stages to the writing process: writing a draft and then editing it to correct grammar and delete typos and extraneous words.

There is no writing, only re‐writing. And, re‐writing generally requires significant re‐organization

and rethinking. Don’t try this if your tired or angry – you won’t get much done and you’ll only

frustrate yourself even more. And more importantly, you might end up frustrating others around

you who love you and are there to help you. If you are not up to writing, take a break, spend time

with the family or pet, and then get back to it!

For writing, it is difficult to be creative when you are stressed out and lack enough sleep. Your

mind works best when rested and focused toward the goal. Heck, if you can’t get excited about

your own dissertation, you might have chosen a wrong topic! Yikes!



General Advice about Writing

1. Writing is “dialogic”

Don’t write in isolation. When you write, you enter into a conversation, a debate, a controversy.

Therefore, you must first understand and identify an existing debate. Then you can intervene and

contribute to that debate.

In discussions of ____, controversy has swirled around _____.

2. A dissertation is not a survey. It addresses a problem or a question.

A dissertation advances an argument. It stakes out a thesis and supports it with evidence and

logic. Your argument should grab the reader’s attention. It debunks a myth, corrects a

misconception, enters a debate, or challenges a popular interpretation. Be prepared to explain

the significance of your topic succinctly and compellingly.

My dissertation will address the following question: ____.

It will fill the following gap in the literature: ____.

3. Writing is a social activity.

Don’t hesitate to find a “sounding board.” Talking out your arguments helps to make them more

logical, concise, and persuasive. You might be surprised at how smart the people around you,

even your kids, are and willing to help you so you can be successful. After all, they love you and

want you to succeed.

4. Learn the “tricks of the trade”

Every writer needs to acquire the secrets of written argumentation What are the secrets? They

are a series of formulas that ensure complex thinking.

a. You must explain the significance of your topic:

I am studying ___________, because I want to find out what/why/how ___________ in order to

help my reader understand ___________



b. You must engage others who have studied the topic:

I think X is mistaken because she overlooks _______X’s theory of ___________ is extremely

useful because it sheds insight on the difficult problem of ___________

Whereas X provides ample evidence that ___________, Y and Z’s research on ___________ and

___________ convinces me that ___________ instead

c. You must effectively integrate quotations into your argument:

Evidence never speaks for itself. Evidence always needs to be interpreted and explained.

Signal the importance of what the author is saying: Basically, X is saying ___________

Use quotations for your own purposes: I agree with X that ____, and would add ____

But, keep in mind, quote less and paraphrase more. And, be sure you are referring to the works

of other reflective of ‘your’ higher order critical thinking skills.

d. You can easily make your writing and argument more sophisticated by explaining how you agree or disagree with other peoples’ ideas.

Although it is often said that ____, I claim ____.

Group X argues ____ , and I have mixed feelings about it. On the one hand, ____. On the

other hand, ____.

I used to think ____. Now, however, after ____, I have come to see ____.

Debates over ____ tend to dominate discussions of ____. But these debates obscure the

far more important issue of ____.

At this point you will probably object that ____. While it's true that _____, I still

maintain____.

"Of course the problem is far more complicated than ____,"



Dealing with Common Challenges

1. “I’ve got nothing to say”

Academic writing—whether this is an essay, a lab report, or a problem solving exercise‐‐ involves

taking part in an argument, conversation, and debate. Your job is to persuade a reader that your

position is appropriate and sensible take on the issue.

The first step is to identify the larger conversation surrounding an issue. Try to figure out

how whatever you're writing about—an event, text, experiment, finding or whatever—fits

into your larger subject or field.

Then problematize the conversation: Look for questions, tensions, and unresolved issues.

These provide openings for something new to say.

Develop a thesis—a distinctive stance within the conversation.

Have an angle‐‐a slant that gives your paper focus. Advance a provocative thesis that speaks to

larger controversies.

How do you do this? Use the magic formula: Become part of a broader conversation or

controversy.

Refute an argument

Refine an argument

Reveal a gap

Fill a gap

Ask a new question or refine an older question

Unlike a legal brief, an academic argument must be fair‐minded and balanced, based on evidence

and taking account of alternate interpretations and counter‐arguments.

2. Awkwardness

We’d like our writing to be original and elegant and their arguments nuanced and sophisticated,

but often we’d be happy if our writing was clear. Instead of writing with concision, short active

verbs, and a smooth flow of sentences, too often writing is wordy, filled with the passive voice

and with arguments that are jumpy and undeveloped.



You can gain clarity by:

Breaking sentences into easier‐to‐understand pieces. Simplify. Cut out excess nouns,

adjectives, and adverbs.

Using active verbs and attaching verbs to clearly identified actors. Minimize the use of

the words “was,” “were,” and “is.”

Avoiding nominalizations—actions expressed as nouns.

Eliminate anthropomorphisms – giving human characteristics to an entity.

Examples include argument instead of argue; analysis instead of analyze; performance

instead of perform.

Using transition phrases and words

Transitional phrases:

I will begin by... Before I say what is wrong with..., I will first...

At this point, we need to consider the following objection...

Although I have shown..., I still need to...

Next, I will offer support for what is perhaps my most controversial claim, that... Further

support for this claim comes from...

Having argued that..., I need to consider rival views...

Transitional words (use sparing but use when needed).

To give multiple reasons: In addition, Also, in the first case

To explain: Because, Given, Since To conclude an argument: Therefore, Hence,

Consequently

To illustrate your argument: A case in point, to illustrate

To provide a specific example: Specifically, Namely



To intensify: Above all, Moreover, Furthermore, More importantly

To emphasize: Of course, Indeed, Certainly

To compare: Similarly, Likewise

To contrast: However, Even so

To speculate: Assume, Supposing

To concede an argument: Of course, Doubtless, While recognizing that...

Using tenses consistently.

Establishing an academic tone.

The student must establish a reasonable, open‐minded tone that promises honest

consideration of a question.

Be careful about the beginnings and ends of paragraphs. These are natural emphasis

points.

3. So what?

An argument can be clearly written yet trivial. The question it grapples with may be insignificant

and the argument can be simplistic. Here are some suggestions for making arguments more

powerful and persuasive.

Engage the reader.

The opening paragraph must grab the reader’s attention.

Crystallize the argument in a single sentence. A paper must present a strong argument.

But too often the thesis is weak, absent, or confusing.

Remember the power of 3. In classical rhetoric, this is the tricolon. Lists are more

powerful when they contain at least three items.

Don’t sweep contrary evidence or alternate interpretations under the rug. Engage the

counter‐arguments. Use words like admittedly, clearly, at first it may seem, in fairness.



4. Misusing quotations

Misuse of quotations in rampant in undergraduate papers. Sometimes, students quote too

much—or too little. Sometimes, they blur their voice and those of the sources they quote. Often,

they assume that quotations speak for themselves. Keep in mind, it take little, if any critical

thinking to cut and paste the word of others. And, quoting drives‐up your Turnitin.com report.

Make sure when you use quotations that you:

Explain the quotation’s point.

Integrate the quotation into the text.

5. Gripping introductions and strong conclusions

Journalism schools teach reporters to begin their stories with a lede: a gripping anecdote, a telling

statistic, a provocative quotation, a surprising research finding. Ledes grab readers’ attention and

set the stage for your distinctive “take” or “angle” on a topic. A powerful introduction functions

just like a lede. It captures the readers’ attention and it allows you to then present your thesis or

argument.

In oratory, the peroration is the conclusion of a speech or discourse. It is the place where the

speaker recapitulates the argument and presses it a final time with renewed vigor. It provides an

opportunity to remind, to reflect, to inspire, to leave the listener with a bit of wisdom—to sum

up with panache. Mediocre essays simply recapitulate the paper’s argument. Strong endings

provide a larger vision or context, and broaden the implications of the paper’s argument. They

provide a fresh twist or a broadened the perspective. Often, they “close the circle”—connecting

to the paper’s introduction.



Your Dissertation is a lot like life:

The more you put into it, the more you’ll get out of it!

~ Dr. Rich Schuttler



What They’re Saying about Dr. Rich and the “Taking the B Out of ABD” Program

Dr. Rich, First, let me thank you for the critical and beneficial feedback you provided. You,

individually, have done more for my educational development than all professors put together.

~ K.A.

Dr. Rich, I feel compelled to give you my acknowledgments and sincerest appreciation for tithing

your knowledge, and your time with students, learners and researchers. Your intricate and

simple Webinars, assisted me to understand and gain more insight on what my faculty

expectations were of me at various stages of my dissertation process. Dr. Rich, my dissertation is

being published in PROQUEST. I'm very thankful to you for all your encouragement and

assistance in providing me with the tools to complete my dissertation, received, Chair,

committee, school and format editing approval first time reviewed. ~ Dr. D.W.

Dr. Rich, Just wanted to take this time to say thank you for your webinar opportunity!! I have learned more through your our webinars then I have in many of my classes and I am greatly appreciated to your dedication!! I definitely will try to get your bundle package as soon as possible. Thanks again!! ~ M.E. Greetings Dr. Rich, I just wanted to drop you a line and let you know that today I was advised that I passed the IRB! Now I'm going to start identifying individuals to start interviewing. I'm so excited! I wanted to share this good news with you because without your help, I would not be here at this point. I'm so close to finishing, I'm scared! However, I am so grateful to you. ~ F.M. Dr. Rich, I would like to thank you for the programs you have created to help PhD students in all phases of their proposal and dissertation processes. I am must thankful to have been one of the first to join your webinars. I have witnessed your webinars and programs evolve to be the benchmark of this type of services. I am also honored to have spread the word to many of my cohorts concerning the help and services you provide. I must also thank you for all the help your webinars and programs have provided me in accomplishing my goal of completing my dissertation process. It is with great pleasure, pride, and gratefulness that I announce my completion of my PhD program. ~ Dr. R.S.

Dr. Rich, Thank you Dr. Schuttler for your expertise and guidance during my dissertation writing experience. After five quarters of hard work, your down‐to‐earth insight helped me narrow my focus, communicate my ideas, and align my thoughts into a document that I can submit to my committee for approval. Thank you for your effort and timely responses. It was great working with you. ~ D.M.



Dr. Rich Schuttler

Dr. Rich Schuttler has been mentoring doctoral dissertation work for 17 years at universities in and outside the U.S. with phenomenal success. He also has his own active research agenda where he conducts primary research for his own interests and that of his clients. He brings his expertise in this program to help doctoral students better understand how to prepare a Concept Paper, Prospectus, Proposal, and Dissertation.

Dr. Schuttler served as Dean at the University of Phoenix from 2000-2004 (Business Week’s 2004 #3 Hot Growing Companies) that experienced tremendous growth during his 5-year tenure. In his position as a Dean, he was responsible for approving doctoral dissertations on behalf of the university. In 2011, he was named Faculty of the Year for Doctoral Dissertation Mentoring at the University of Phoenix. In 2013, one of his mentees earned the Quantitative Dissertation of the Year Award, and in 2006 one of his mentees had the most requested dissertation from ProQuest Dissertations.

Dr. Rich Schuttler is a leadership and communication expert and Best-selling author. He has over 25 years of diversified international management and leadership improvement expertise within academic, healthcare, federal/state governments, and Fortune 1,000 environments developing strategies and implementation methods. Dr. Rich has mentored executives, faculty, and students from around the world in a variety of professional leadership and management settings.

Dr. Rich served honorably in the U.S. Navy for 23 years and earned his Ph.D. in Applied Management and Decision Sciences from Walden University.



www.drrichschuttler.com/taking-the-b-out-of-abd-2/



Consider Dr. Rich for at Your Next Event

What do Dr. Schuttler’s clients have to say?

“First, let me start by saying that the Value Proposition session you designed and delivered was absolutely fantastic and right in line with what we were trying to achieve. Feedback from participants could not have been better. In fact, many of them stated “this is the best seminar I have attended in all the years with the company.” It was definitely on point as we begin this process of transforming our organization beginning with a reengineered strategy. Thank you for your support and wisdom. Your knowledge and expertise in strategy development and leadership came through loud and clear. ~ Senior Leader, Albéa Cosmetics Industry, Headquartered in France Dr. Schuttler’s 3-hour motivational presentation “Keep Moving & Going Forward” was exactly what we needed for to conclude our 3-day corporate retreat for Delta Air Lines, Inc. corporate training department! His presentation captivated the entire group and everyone noted how his message was motivational, insightful, and energizing. ~ Senior Manager ACS Learning Delta Air Lines, Inc., Atlanta, Georgia



I’ve been in a lot of management training at many different hospitals and this was by far the best and most practical day I’ve ever sat in.

~CFO, Good Samaritan Hospital, San Jose, CA

We were proud to have Dr. Schuttler to be our Visiting Professor in Hong Kong for 8 weeks. Dr. Schuttler not only helped students to learn the knowledge of business management and marketing but also inspired them to think and to plan for their future. He also provided an informative and motivational management seminar on a Saturday afternoon that was open to Hong Kong business professionals. I also learnt a lot! ~ Centre Manager, Raffles Campus Limited, Hong Kong

Based on his experience and personality, Dr. Schuttler (for 9-years as an International Visiting Professor) was able to advance the knowledge of our students in organizational behavior and leadership. His experience as a motivational speaker was felt in the class. His awareness of international aspects and cultural differences was a real plus. ~ Dr. Bernd Heesen, University of Applied Sciences Ansbach, Germany Director of the Bachelor of Arts in International Management for Top Athletes

Whether you need a versatile international public speaker to engage your employees to help them think differently or to get more productivity out of your workforce, contact Dr. Rich today! All his work is interactive, engaging, and directed to benefit you. Take what he speaks and trains about back to your workplace the next day. He is results driven in his prescription for success; which is ultimately your success – getting into the top 2%!

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