Published in The Republica on Jan. 25, 2018.
“I am yet to make it,” said a scholar at a regional public university, referring to the doctoral dissertation he wanted to complete. “It’s very difficult to find time.” The word “banaune” in his sentence struck me because one doesn’t really sit down to somehow “make” a dissertation. It also reminded me of various recent conversations—and questions—about the “production” of scholars with advanced degrees, or dangling the “Dr.” title in front of their names, as many scholars themselves cite as the reason to get the degree.
Advanced degrees require extensive research, such as for the master’s and doctoral theses, and these projects demand extensive review of current and relevant knowledge in the discipline, intellectual positioning and proposition of new ideas on the topic of choice, collection and analysis of primary and/or secondary data, and problem-solving or theorization from the research. Some disciplines also require the presentation of new models or methods, designs or products, as modes of advancing new knowledge. As such, while graduate degrees are a means for advancing new knowledge, they also require institutions to provide their students and scholars the foundation of skills for problem-solving, presenting new ideas, and learning through experience and experimentation at the undergraduate level. Unfortunately, we have neither the foundation nor structure we need as yet. Continue reading