Carol – Page 16 – Love Your Dissertation

February 7, 2017January 27, 2018

The worst thing that can go wrong with your dissertation survey: People don’t respond

In these days of web-based survey tools, you’d think the survey process would be simple and foolproof. And free, too, don’t forget about free. It all happens through the magic of the Internet, after all. Is it really that easy? Not so fast. After you field your survey, you might see the responses barely trickling in. Receiving an inadequate number of responses is by far the worst thing that can go wrong with your dissertation survey.

Oh, no! People aren’t responding to my survey!

Here’s what happens:

You draft a bunch of survey questions (or adapt an existing set of questions).
You get IRB approval to recruit a sample of participants to take your survey.
You prepare your survey (most likely a web-based survey, but you might use old-fashioned paper and pencil).
You get a list of email addresses for potential respondents (or contact a gatekeeper who has access to a list of postal addresses).
You send out your survey link (or mail out your paper surveys).
You sit back and wait for responses to come flooding in.

You wait. And wait. And wait.

You might think this can’t possibly happen to you, but sadly, it could. One of my dissertator clients needed at least 150 respondents to be able to perform her planned data analyses. She received fewer than 30 responses. After multiple attempts to broaden her sampling frame, she eventually ran up against the end of her Ph.D. program timeline; she had no choice but to settle for a second Master’s degree. All that time, all that money, all those hopes… gone because she couldn’t motivate enough people to respond to her survey.

In case you are wondering, her sampling frame consisted of critical care nurses. She knew quite a few nurses personally. She counted on respondents to forward the survey link to colleagues (a “snowball” recruitment strategy). It didn’t work. She offered a gift-card incentive: That didn’t work either. She expanded her sampling frame to include retired nurses. Still no success. She was out of time. If she had prepared a contingency plan earlier in her dissertation process, she might have been able to pivot and recruit enough respondents before her program ended.

What happens if no one responds?

If you get no responses to your survey, you won’t have any data to analyze, and that means your study is dead. No data means no study. It’s unlikely you will get zero responses. But it is quite possible—likely, even—that you will receive fewer responses than you need to do the data analyses you planned. From my experience as a dissertation editor, low survey response rates are quite common. Dissertators somehow assume that everyone who sees a link to their surveys will eagerly click to comply, as if they have nothing better to do with their time.

Why are people unwilling to respond?

I have learned to assume nobody cares about helping us with our surveys. To save yourself some heartache, I encourage you to resign yourself to this sad fact. Unless they have a specific bone to pick about the topic, or they know you and take pity on you, or they just love the research process, respondents will not be beating down your door to take your survey. People are busy. They care more about their own problems than they do about helping you achieve your dream of earning a Ph.D. I know, hard to believe, but it’s true.

Think about it. Do you remember the last time a researcher called you on the phone? Did you drop everything and say, “Yes, I’d be happy to help you with your research! Ask me anything!” Right. Maybe I’m the only one who does that. I’m a research junkie, I confess. I bet you get survey invitations in your email inbox from time to time. I’m sure you see the occasional popup pestering you to take a survey. How often do you take time to offer your opinions?

Sometimes people don’t respond for other reasons. They might not understand the survey questions and quit the survey in embarrassment or frustration. They might not have been screened properly at the beginning of the survey, and realized part way through they didn’t actually qualify for the study. The survey questions might be too personal or cause discomfort, leading to partially completed surveys and missing data. Boring questions, poorly worded questions, misspelled words… respondents are quick to exit for any reason, no matter how small.

10 things that can go wrong with your dissertation survey

What happens if you don’t get enough responses?

Receiving too little data compromises your data analysis plans. You can’t robustly correlate between groups, for example, if you only have a few observations in each group. Statistical analysis can be a powerful tool, but it depends completely on the quantity—and the quality—of your data. Collecting too few data points means your nifty statistical tools won’t work reliably. You’ll have to report in your dissertation why you conducted an ANOVA analysis with only 13 observations. It happens—ugh, so embarrassing. How could you trust any conclusions that emerged from such a paltry sample? You might as well just make it all up. Wait, no, I did not just recommend you cheat. See my rant on cheating.

The main problem with low response rates is that the people who are willing to fill out surveys are often very different from those who are unwilling. The differences between the two groups may include differences in demographic characteristics, as well as personality, attitude, motivations, and preferences. If you base your conclusions on the responses of those who were willing to fill out your survey, and don’t somehow account for the differences compared to those who were unwilling, then your conclusions may be totally off target. This is because your tiny (willing) sample was not representative of the larger (mostly unwilling) population from which it was drawn.

Simply put, bogus data lead to weak analyses, which lead to invalid conclusions.

What can you do to get people to respond?

If you are working on your proposal, it’s really good you are reading this now, because you can plan for the worst. Forewarned is forearmed, as they say. Take these steps to mitigate problems before they happen.

If you are fielding your survey and you find your survey is not generating the response rates you need, you may need to take some steps to get more data. You may need to do one or all of the following:

Make sure you have time. It takes time to field a survey and analyze data. If you are running out of time in your program, pare down your study to the essentials. Use an existing (validated) question set, choose a simple statistical analysis technique that doesn’t require a gigantic sample, and make sure you have a sampling frame that is (a) accessible and (b) big enough for your analysis technique.
Prepare a contingency plan. You may think you have enough time, but something is likely to go wrong, because that is typical when we survey humans. Have a backup plan. What will you do if you can’t generate enough responses? Talk to your Chair and Committee members about actions you can take if recruiting or data collection go gunnysack.
Be ready to submit a new IRB application. The IRB application grants you approval to survey human subjects. If you need IRB approval to field your survey, keep in mind that major changes to your recruiting plan may require a second IRB application.
Revise your survey questions. Keep questions simple, one idea per question. Test the questions in a pilot study (or use expert reviewers) and revise the questions that people don’t understand. Use the least number of questions possible and put the demographic questions at the end of the survey. Don’t ask for private information (income, race/ethnicity, etc.) if you don’t need the data.
Broaden your sampling frame. You might prefer to talk to critical care nurses who worked in a hospital ER within the past year, but you might generate more responses if you opened up your sampling frame to critical care nurses who have ever worked in a hospital ER. Be clear about how many potential respondents exist in your target population and then realistically predict what percentage you can conceivably access. From that sampling frame, select as broad a sample as possible. Some populations are easier to reach than other populations. If you are using statistical methods that require a probability sample, you may need a rather large sampling frame so you can choose every nth member until you reach your desired sample size.
Reach out to gatekeepers with access to populations that qualify for your study. Recruiting a robust sample is often the most difficult part of the entire dissertation study. Don’t rely on your respondents to forward the survey link to their colleagues (the snowball method). Instead, contact someone who has access to a large list of email addresses, who can forward your survey link to members. You could consider renting a mailing list from an organization or association. Wherever your sample target population congregates, that is where your survey link needs to be visible. Be ready to keep your survey open for at least a month. Publicize it multiple times. Be a pest. Your Ph.D. depends on it. Within the bounds of ethics, be relentless.
Offer an incentive to participate. Motivating people to participate in your study may turn you into the worst type of academic—the “used-car” scholar: Please, please, please, take my survey, you can win a free iPad! Incentives can sometimes motivate potential respondents to click, but think it through carefully before you promise something to everyone who participates, especially if you promised them you wouldn’t collect any personal information and then close with, “To enter the iPad drawing, enter your name and email address here.”

There are few things more discouraging for a dissertator than waiting day after day for the survey data to trickle in. Receiving no responses from your survey is by far the worst thing that can go wrong with your dissertation survey. Now you know a few approaches to help mitigate the problem if this happens to you. In a future post, I’ll discuss what else can go wrong with a dissertation survey.

If you want more tips and suggestions, take a look at my book 28 ½ Reasons Why You Can’t Get Your Dissertation Proposal Approved.

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January 30, 2017

The literature review: 8 tips to fix the dirty red underbelly of your dissertation proposal

Somewhere in your dissertation proposal, you will be required to provide a lengthy, detailed discussion of what other researchers have written on your topic. Usually, that discussion is the Literature Review, which constitutes the entirety of Chapter 2 in your dissertation proposal.

I’m guessing you are tediously familiar with the process of writing research papers. That’s what the literature review is, essentially—a long and gruesomely detailed research paper. (If you don’t like doing research and writing, I’m sorry. Maybe now is the time to rethink your decision to enter graduate school. Oh dear, too late!)

I’ve seen my share of literature reviews. Some are good, others, not so much. Some reviews seem to be a fruit-basket-upset of everything ever published on a topic, no matter who wrote it (can you say Wikipedia?). Some dissertators seem to use no structure or outline, meandering through the extant literature like a drunkard in a field of daisies. Not only is this approach boring and confusing for the reader, but it also fails to fulfill the purpose of the literature review, which is to convince readers of the viability of your research problem.

What is a literature review?

The literature review is an in-depth synthesis of strategically chosen discussions presented by previous researchers about a topic, objectively examined from all sides with the aim of convincing your reviewers that there is a need for your study. Let’s unpack that bit by bit.

A literature review is a synthesis…

First, what is a synthesis? The word might remind you of the word synthetic, which has come to mean manufactured, artificial, or fake, like synthetic fur or motor oil. That is not how we are interpreting synthesis. You know how a tapestry weaves together threads of different textures and colors? That is a synthesis of thread. You know how when you make chocolate chip cookies, you mix some flour, some sugar, a couple eggs, some chocolate …? That is a synthesis of ingredients to create something yummy. A synthesis is simply a combining of elements—in our case, ideas.

A literature review is a strategic synthesis…

Even if it is “exhaustive,” your literature review is not just a random mishmash of everything under the sun. Instead, you should strategically choose what to include and exclude. I can hear you say, strategically? What is that all about, Dr. Carol?

Take a step back for a minute. What is your ultimate goal? To earn your Ph.D.? Okay. What do you need to do to get there? Finish your proposal and get it approved so you can start collecting data, right? What do you need to do before you do that? Convince your reviewers that you have a proposal that deserves to be approved!

Strategic means all your choices are designed to move you closer to the goal of getting approval. Any element of your literature review (or any other part of your proposal, for that matter) that doesn’t support that goal should be ruthlessly cut away. Your literature review is a strategic discussion of your topic.

Strategic also relates to the fact that you will be required to revisit the research you write about in Chapter 2 when you discuss your findings in Chapter 5. After data collection and analysis, as you write your report, you must place your findings in the context of past research: In other words, did your findings confirm or disconfirm what other researchers have found? How does your study’s findings relate to what has come before?

To answer these questions, you need to find the direct line between the research you discussed in Chapter 2 and your own study’s problem, purpose, theory, methodology, and methods. Thus, your literature review is the foundation of your study—its raison d’être, as it were—and it breathes life into your data when you get to Chapter 5. Without the context of your literature review, how will we know if your findings are meaningful?

A literature review is a strategic synthesis that shows the need for your study…

The ultimate purpose of the literature review is to show the need for your study. In fact, your entire proposal is a sales pitch for your study. The literature review gives the reader the background and rationale leading up to the problem you identified. It’s your body of evidence, your proof that the problem is worth studying.

Imagine you are at a dinner party with your family and your annoying cousin asks, “Hey, what is your dissertation about?” And you say, “I think teachers need to do a better job.” Your cousin says, “Whoa, cool, and then asks you that important question: “How do you know there is a problem?”

A literature review is a strategic synthesis that shows the need for your study from other researchers’ points of view…

The literature review answers the question, How do you know there’s a problem? You can’t just follow your instinct to yell at your cousin: “Trust me, I just know!” You might know a lot, but what you know is irrelevant for your literature review. Chapter 2 isn’t about what you know. It’s about what other people know. I’m referring to all those researchers whose shoulders you and I are standing on—yeah, those guys. Safety in numbers, people. Cite all those giants, big and small, because they provide the rationale for your study. If Famous Authors A and B claimed that teachers need to do a better job, then readers will be more inclined to take their claim seriously—more inclined than if you, Unknown Doctoral Candidate, made the claim.

A literature review is a strategic synthesis that shows the need for your study from other researchers’ points of view, not yours

I often see dissertators stating their opinions and offering recommendations and solutions to the so-called problem, right there in the literature review. The literature review is not the place to spout your opinions! If you already know the solution to the problem, then why bother doing your study? What’s there to learn?

The review should be about other researchers’ opinions, findings, and conclusions. You’ll get your turn in Chapter 5. For now, in Chapter 2, you are the emcee, not the performer. Your job is to combine all the voices you have gleaned from the mountains of research you’ve read and synthesize those voices into the story of your proposed study. Be a detective. Be a scribe. Stay off the soapbox.

However, keep in mind, the literature review is not an annotated bibliography, although the literature reviews in many proposals and dissertations seem to be organized that way (and I have to presume that many of these dissertators eventually obtain approvals). Some dissertators diligently discuss a study, followed by another study, followed by another, and another, and rarely bother to tie the discussions together in any meaningful way. What is the reader supposed to glean from this piecemeal listing of studies?

Sadly, many dissertators expect a lot from their readers, sometimes even including the chore of discerning the point of the entire literature review. Your average reader might put up with such a muddled approach, but most reviewers won’t, I guarantee you. If you don’t lead them through your literature review and point out the conclusions you want them to make along the way, then don’t expect them to do that work for you.

8 tips for your literature review success

1. Use a logical structure

Most successful dissertators start Chapter 2 with an introduction, explain how they searched for sources, and then present their review, organized by topic in some logical fashion. I’ve seen many variations, but this structure seems to work the best. When I say best, I mean the one that most effectively lays out the background, leads the reader through the discussion, and persuades the reader of the need for the study. The literature review should be carefully constructed to convince the reader, point by point, that there is a problem that needs studying.

2. Write from an outline

I know you probably dislike writing from an outline, but I encourage you to do it! Your entire proposal writing process will flow more smoothly if you have your roadmap (your outline) clearly before you. Boring? Hey, a dissertation is not a creative writing project! Stay in the herd until you get your degree—then you can blaze your own trail, literarily speaking. Remember, writing your literature review is an iterative process. Keep working at your outline until it makes sense. Tie your citations to your outline.

3. Define your variables and key terms

Some variables are difficult to define, but you need to present your reader with working definitions of all variables. Are you studying academic quality? Identify how others have defined it, and cite the sources. Are you using acronyms or abbreviations to stand for more complex concepts? Identify them and define them briefly in the introduction, even if they are defined in a list of key terms elsewhere in your paper.

4. Use terms consistently

Dissertators often fail to use terms consistently throughout the proposal. It’s so common, I even made an autotext snippet that I can insert into my editor’s notes, so I don’t have to keep typing the same cautions and recommendations over and over. It’s such a simple thing, but I understand why it happens. It’s easy to forget what terms you used when many weeks or months may pass between writing and submitting your chapters.

In addition, writers get bored with their own words—after you’ve read the same pages a billion times, you don’t even see the words anymore, you recall them from memory. Your eyes skip right past the things an editor would catch, like, for example, how in Chapter 1, you called your survey “Teachers Attitude Performance Questionnaire” (TAPQ), and in Chapter 3, you called it “Teachers Performance Attitude Survey” (TPAS). Readers are easily confused by changes in terms. Especially if you introduced the instrument in Chapter 2 and wrote that the originators of the survey called it the “Academic Satisfaction, Attitude, and Performance Test”! What is your poor reader to think?

5. Cite your sources

Many dissertators seem to start typing at the top of the chapter and pound away until they get to the end, inserting few if any citations along the way to support their statements. All the facts, claims, assertions, statistics, opinions … If you read it or heard it somewhere, you must cite the source. Most literature reviews have too few citations. Sometimes, though, a dissertator will pile on the citations to support a noncontroversial statement, like 10,000 children attended kindergarten last year, followed by five sources packed into one bulging set of parentheses. Really? Who is going to argue? Save your big guns (multiple citations) for the controversial statements that other researchers may feel compelled to debate. If you are confused about where and when to cite, see REASON 22 in my book.

See my previous rant on plagiarism.

6. Be objective

Your literature review should be an objectively presented view of all sides of the research problem. Strategically choosing sources means you may choose to include some sources but not others. This is okay. You want to include the sources that support the need for your study. However, you will run into trouble if you only include the research that supports your position and ignore the research that detracts from your position. Show that you understand all facets of the topic by presenting an objective and thorough literature review.

7. Look for the tension

Most likely, you will need to introduce and discuss one or more theories. Presenting an objective 360° view of the research means presenting arguments for and against each theory. Debate over theory among academics can be tense. Have you ever read articles by disgruntled academics defending their precious survey instruments? Back and forth, from one journal article to the next, they rave about obscure statistical procedures that prove their points, just barely refraining from calling each other incompetent boobs. They can really set fire to the publishing airwaves. This is good; seek out this tension and explain the controversies for your readers.

8. Update your literature review before you submit your proposal.

I had to make sure at least 85% of my sources were from peer-reviewed sources published within the previous five years. Because my entire Ph.D. program took me eight years to complete, some of my sources were getting a bit ripe toward the end of my program. I’ve seen dissertators in the education field only cite sources older than ten years—talk about ripe! Time moves on, events happen, new laws are enacted. Don’t rant about the No Child Left Behind Act of 2001 without addressing recent changes to the law. I know it’s a pain to update Chapter 2 after you’ve got it precariously nailed together, but I encourage you to be a good scholar and update your sources periodically. Maybe if you are an art historian, citing only hundred-year-old sources is de rigueur, but in the social sciences, you destroy the credibility of your study if you don’t cite current facts.

The literature review: You gotta have it

You might dread the literature review as the swampy quagmire of your dissertation proposal, something to be slogged through once, in hip-high waders, and left behind. Unfortunately, you must have a literature review, in one shape or another, so you might as well do your best to help it fulfill its purpose, which is to persuade your reviewers to approve your dissertation proposal.

If you need help with other things, like managing your sources, citing your sources, or using Microsoft Word to format your paper, check out my book 28 ½ Reasons Why You Can’t Get Your Dissertation Proposal Approved. Maybe I can help.

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January 19, 2017

10 questions I wish I’d asked before I started my Ph.D. program

If I could get into a Wayback machine, I would set the controls for mid-2005, when I was pondering the idea of enrolling in graduate school. I remember the moment when I stood looking over my boss’s shoulder while he did a computer search for Ph.D. programs. He found a fully online Ph.D. program in marketing at a for-profit (fully accredited) online university. At that moment, if I could, I would have bopped myself upside the head and yelled, “What the heck do you think you are doing?” But I wasn’t there to stop myself from taking the bait. Without doing my homework, I applied and enrolled. Thus, I fell into the black hole of a fully online for-profit Ph.D. program.

In 2005, online education wasn’t exactly new, but earning a doctorate completely online was. Big traditional brick-and-mortar universities hadn’t yet tapped into the huge market of nontraditional learners slavering for degrees, I among them. The for-profits were there to meet the demand.

If I had been in my right mind, I would have asked the following questions:

1. Is this school reputable?

Back in 2005, I didn’t know anything about the panorama of higher education. That some schools were organized to earn a profit meant nothing to me. My previous learning experiences were at state universities. Had I done my homework, I would have quickly learned about the controversial nature of for-profit higher education. Oddly enough, if I had waited a couple years, I would have had many more choices of flexible schedule higher education options, even at local state universities. I urge you to read about the types of accreditation so you know the standards that schools must meet. Become informed so you can make informed decisions about your education. Read online reviews of the schools you are considering and talk directly to alumni if you can. I did not do this.

2. Is this program reputable?

I knew I had to choose an accredited institution, but I didn’t understand that programs can be accredited too. For example, business programs can be accredited through either AACSB or ACBSP. They sound almost the same, don’t they? It’s all alphabet soup if you aren’t informed. According to the for-profit universities, both accreditations seem great. Check into it further before you decide. You will find that there is a big difference between the two. Specifically, if you plan on teaching, find out which accreditation the institution you want to hire you prefers, before you enroll. I did not do this; I didn’t know I needed to until I filled out some applications for teaching jobs that required candidates to have attended AACSB-accredited schools. Those of us who attended ACBSP-accredited schools need not apply.

3. Will I need to incur huge student loan debt to get this degree?

Before I enrolled, I was determined I would not borrow any money to attend any university. I proudly paid cash as I went, one course at a time, but I had no clue how long it would take or ultimately cost, because tuition went up annually, sometimes by a lot. Thanks to relatively recent federal legislation, colleges and universities are required to post consumer information on their websites about the costs and outcomes of their programs. Unfortunately, if the programs are small, the schools get a pass. Read reviews on the schools you are considering. It will open your eyes to the real costs and outcomes. However, take it all with a grain of salt: most reviews are written by unhappy customers. The for-profits hire persistent recruiters (salespeople) who will promise you a lot to entice/persuade/motivate/coerce you to apply. If you feel like you are being pressured to enroll, you are. Don’t sign until you are sure you have made the best choice for you.

4. Will getting this degree make me more valuable to my employer?

I thought having a Ph.D. in Marketing would make me more valuable to my career college employer. Not long after I enrolled, the administrators at the career college cut the Marketing program. If your employer has promised you a promotion and tuition reimbursement, get it in writing. Consider the stability and growth of the organization for which you work. Look around and see how many other Ph.D.s have trod the path you intend to tread. If you are blazing a new trail, keep your eyes open. You might end up realizing that the only one who benefits from getting a Ph.D. is you—and possibly not financially… more along the lines of self-actualization.

5. Will this program challenge me?

Some of my online courses challenged me. However, assignments at my alma mater differed greatly in length, depth, and rigor. Some courses seemed full of make-work assignments. Some textbooks were excellent, others were mediocre. Most books were abysmally out of date (for example, e-commerce and pretty much anything to do with marketing and market research). The courses that challenged me were the dissertation courses, where I learned if I had the skills and persistence to become a scholar.

6. Will I get enough interaction and support from mentors and classmates?

At my online for-profit university, the level and quality of interaction with mentors varied greatly. A few mentors seemed fully present (virtually speaking), caring, and accessible. Most gave a bare minimum of feedback and encouragement—in their defense, I’m sure they mentored dozens of dissertators; I was just another faceless name in their email inbox. Only one was MIA, but her absence had serious repercussions on my timeline and pocketbook. As I progressed into my dissertation courses and textbooks were left behind, I felt keenly the lack of feedback and support, especially from fellow dissertators. Despite being an introvert, I missed talking things through with others.

7. Will I get value from earning this degree?

Define value any way you want. Will getting this Ph.D. make you rich? Happy? Smart? A better writer? Employable? Whatever it is, be clear on the benefits you expect from earning this degree. You might not get exactly what you imagined. Just saying.

8. How will members of my work community perceive the value of my degree?

Before you enroll at a for-profit higher education institution, ask around your workplace to get opinions of the school. Talk to people who hire people like you. Find out what they have to say about the reputation of the school and the caliber of its graduates. You may find out there are many alumni from for-profit institutions gradually infiltrating the workforce and paving the way for those of us who come after. Then again, you might find out that the for-profit university you were considering isn’t even on the lowest rung of the higher education ladder.

9. Do I need this degree to progress in my field?

If you need the terminal degree to teach or gain some exalted position in your organization, I guess your choice is clear. But if you are toying with the idea of attending a Ph.D. program because you think it might be cool or fun or because it would finally get your folks off your back, I urge you to rethink your goals. The Internet is rife with stories of disgruntled and disillusioned post docs who advise people like you in eloquent and bitter words to stop, stop, go do something else. Academe is not paradise. I wish I had read their stories before I embarked on my journey. I didn’t need a Ph.D. to teach at a rinky-dink career college. That means the whole eight-year, $50,000 debacle was unnecessary.

10. Do I need this degree to be happy?

I kept going because I’m not a quitter. When I start something, these days, I usually finish it, or have a darn good reason to abandon it. Eight years is a long time; I had many opportunities to reflect on my definitions of happiness and success. I don’t regret earning my doctoral degree, but if I could go back in time to mid-2005, I would have a heart-to-heart with myself. I would ask one more question: If money and time were no object, what would you like to do with the rest of your life? If earning a Ph.D. is part of the answer, then flail on, Dissertator. If not, well, it’s never too soon to start doing what you love.

Disclaimer

It probably wouldn’t surprise you to learn my dissertation topic was academic quality in for-profit vocational programs. I have some reservations about the commitment to education espoused by for-profit institutions whose first objective is to earn a return on the investment of shareholders—in other words, to make a profit. The profit motive and a commitment to providing quality education may be able to coexist in one organization—most likely in the classroom.

However, the ten faculty members I interviewed said quality often took a backseat as administrators and owners focused on wringing every last drop of profit from students, teachers, staff, books, computers, facilities, and systems. When generating profit is the goal and the product strategy to achieve that goal consists of providing education, you can’t excel at doing both. One has to give, and I fear students and faculty bear the cost.

If you are working on your dissertation proposal, I suppose it’s too late to back out now. You might as well keep going. The finish line is closer than the starting line. If you find yourself getting mired in methodology, unable to get your proposal approved, take a look at my book 28 ½ Reasons Why You Can’t Get Your Dissertation Proposal Approved. Maybe I can help.

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