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10 Mistakes Doctoral Students Make in Managing their Program

Article · April 2001

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DOCTORAL STUDENT ISSUES

■ JULIE E. KENDALL, Feature Editor, School of Business-Camden, Rutgers University

W
here does responsibility reside for creating a solid educational experience in a
Ph.D. program? We know that being a doctoral advisor is both a burden and
a joy, and this column has often visited the responsibilities of the dissertation
advisor in helping their students meet their goals. The author of this issue’s column,
Professor Varun Grover of the University of South Carolina, takes up the other side of
the equation, the behavior of the doctoral student. Are their tangible actions that doc-
toral students can take that will improve their chances for success in their doctoral pro-
gram and later in their academic career? Professor Grover, who is one of the most prolific
and oft-cited researchers in MIS, strongly believes that doctoral students hold much of
their academic and career fate in their own hands. With his insightful and straightfor-
ward column on mistakes that doctoral students make, you can find out what the 10
biggest mistakes are, and how to avoid them.

10 Mistakes Doctoral Students Make

in Managing their Program
Varun Grover, University of South Carolina
Varun Grover
is a professor of information knowledge absorption, integration, de-

I
systems, Business Partnership n the previous column, Dan Robey ployment of tools, and ultimately deliver a
Foundation fellow, and dis- offers some excellent advice to doctoral quality product. Together, they form a win-
tinguished researcher at the students (see “Answers to Doctoral ning combination. However, one
Darla Moore School of Busi-
Students; Frequently Asked Questions,” underemphasized predictor of success in
ness, University of South
Carolina. He has published
Decision Line, March 2001) pertaining to my mind is the ability of students to effec-
extensively in the information dissertation and publication strategies. For tively manage their doctoral education.
systems field, and has consistently been recog- those of you who have not read Dan’s ar- In reviewing my experiences, I have
nized in a variety of recent studies as one of the ticle, I would strongly recommend that compiled a list of what I believe to be “mis-
top few researchers in the field based on publica- you do. takes” that students make in managing
tions in top IS journals. Dr. Grover’s area of In my dozen or so years at the Uni- their doctoral program. These risks are not
interest is the effective deployment of IS includ-
versity of South Carolina, I have had the mutually exclusive, but can hopefully pro-
ing electronic commerce, business process change,
and organizational and inter-organizational im- privilege to work with numerous doctoral vide guidance on what should be avoided
pacts of IT. His work has appeared in MIS Quar- students in various roles. Each one of these as well as what ought to be done proactively
terly, Information Systems Research, Journal experiences has been rewarding in their by a Ph.D. student in managing their edu-
of MIS, Communications of the ACM, De- own special way. Every doctoral student cation.
cision Sciences, IEEE Transactions, Califor- has been unique in his or her attitude and
nia Management Review, among others. He ability, and consequently in the manage-
recently co-edited his second book entitled Mak- Doctoral Students Do Not Create
ment of their tenure through the program. Synergy
ing Business Process Change Payoff: Guide-
lines for the 21st Century, and two special I have often been asked that between mo-
tivation and competence, which character- Doctoral programs offer students a vari-
issues of the JMIS on the topic of business pro-
istic better differentiates successful from ety of opportunities to create pedagogical
cess change. Dr. Grover has also served as the
special editor for issues of Database which fo- value. These could be in the form of teach-
unsuccessful students. My answer is that
cused on IT Future, celebrating the 50th anni- ing experiences, course research projects,
while one might compensate for the other,
versary of ACM, the International Journal of and individual projects with colleagues or
a minimum threshold of both is needed. In
Electronic Commerce, and Decision Sciences. faculty, or reviews of articles and topics.
His most recent editorial project (with Tom
my mind there is clearly an interaction ef-
fect between motivation and competence. Many students often take a piece-meal ap-
Davenport) is on knowledge management. Dr.
Motivation is required in order to be will- proach to these opportunities—doing what
Grover is the recipient of the Outstanding
is practical, expedient or expected. While I
Achievement Award from the Decision Sciences ing and enthusiastic about engaging in the
Institute and two-time winner of the Alfred G. believe that it is useful for students to have
unstructured process of knowledge cre-
Smith Award for Excellence in Teaching. He is a breadth of knowledge in the field and
ation, particularly when many avenues of
currently serving on the board of editors/associ-
pursuit reach frustrating dead ends. Com- create your own “schema” or understand-
ate editor of a number of journals. ing of key areas and their relationships, it
petence allows students to be efficient in
vgrover@sc.edu

Decision Line, May 2001 11

is just as important to start building depth corresponding costs. For these students, Doctoral Students Do Not Manage
in an area. Students who consciously man- prioritization is key. Saying “yes” to every Their Advisor
age their opportunities, and attempt to cre- opportunity (whether it be a research
Many students don’t consider the duality
ate synergy between them, are often project, review, consulting assignment,
of their relationship with their advisor.
successful at homing in on a research area technology seminar) could be counter pro-
Despite their best attempts at choosing an
of interest. For instance, creating synergy ductive. Spreading themselves too thin
advisor who is available, supportive,
between course projects that require a re- could distract students from moving for-
knowledgeable, and responsive, in reality
search paper can facilitate the creation of ward programmatically. Some may find
there will be different profiles of advisors
better products, enhance in-depth study of themselves in the bowels of a project that
along these and other dimensions. For in-
literature in an area, help in time manage- is not pertinent to their area of interest.
stance, some advisors have good intentions
ment, and possibly get students a head start And yet they continue to do it.
and do care about the student, but are so
on a dissertation topic. To the extent that students have con-
busy that they cannot be as responsive or
trol over their opportunity set, every op-
available as the student might want. In that
Doctoral Students Are Too Reactive portunity should be evaluated strategically.
case, the student should be proactive in
Pertinent questions could be: Does this
Doctoral students need to recognize early managing their advisor. For instance, stu-
(new) project contribute to my doctoral
on that they are in charge of their program. dents should not go into a meeting with an
education? Is it an appropriate use of my
It is not their advisor nor their colleagues, open-ended question that they have not
time in lieu of other uses (e.g., finishing my
but the student who has to earn the degree thought through. This will result in a dis-
series of incomplete grades)? Am I getting
and create the foundation for their future. cussion that might soak up a precious hour
into something that could keep expanding
And this degree is more than just taking a or two, but that will not be an effective use
like a black hole? I’m not suggesting that
series of courses and checking off a list of of time. Instead, if they go in prepared with
risks should not be taken, but that they
boxes. It forms the fundamental ground- the issues, their possible solutions, and so-
should be measured. There are tactful ways
ing for a career. Students who go through licit their advisor’s advice (that’s what advi-
of managing the political pressures of op-
the program in reactive mode by merely sors are supposed to do) in resolving the
portunities. If not done, it won’t take long
reacting to program requirements tend to issue, the limited interaction time can be
to delay your candidacy in the market by
get less out of their doctoral education than more efficiently managed. Similarly, seek
one recruiting cycle and real dollar oppor-
students who are proactive. By that, I mean guidance on major issues, while taking a
tunity costs.
taking actions that keep the broad objec- position on the minor ones. If an advisor is
tive of learning and cultivating research and “hands-on” and wants to meet regularly
teaching skills, while simultaneously focus- Doctoral Students Fall into a and keep the student on track with sub-
ing on program requirements. Some of the Lull Period stantive advice and encouragement, then
most successful students I’ve had took the I’ve seen this one many times. Particularly, the student is truly blessed and should le-
time to build an evolving reference set, did after successfully going through the stress verage their advisor. If an advisor is push-
not avoid challenging courses, read copi- and the psychological hurdle of compre- ing a student in a direction that seems like
ously, exposed their work in conferences, hensive exams, students feel relieved and too much work for the return, then the
and sought opportunities to work with take a month off. That month becomes two students should present the arguments
colleagues and faculty. Yes, doing these re- months. Then three months. And then it is against that advice cogently. Most advisors
quires motivation and competence, but it a slow process getting back into the disser- will appreciate the thought and prepara-
also accelerates their maturation process tation mode. I’ve observed that the dura- tion students put into meetings, and will
as researchers. In doing so they command tion between post-comps and the be open-minded about alternative ap-
respect in the eyes of their colleagues and dissertation proposal is often the most proaches.
mentors. In reactive mode, a student might poorly managed time. Yes, by all means Students should never hide from their
successfully meet the requirements of the take that well-deserved break. Go to the advisor. Hiding is a pathological behavior
program and (in the case of a well designed beach. But be cognizant of the program. that students indulge in, particularly if they
and structured program) be a pretty good I’ve seen advisors lose interest in non-re- cannot deliver on a project. However, hid-
candidate in the job market. However, stu- sponsive students, which at minimum re- ing is delusional in that the problem (what-
dents that proactively (but judiciously) le- sults in loss of continuity and tremendous ever it might be) gets compounded. If there
verage their time in the program tend to start-up costs in every interaction (i.e., what is something amiss, communication with
be more successful in their careers. were you working on), but ultimately the advisor is a prerequisite to getting it
could prove academically fatal. Students resolved. Ultimately, a symbiotic relation-
Doctoral Students Do Not Carefully who have planned their program well by ship between student and advisor is the
Evaluate Opportunity Costs creating synergy and thinking of topics most productive one.
while studying for comps can and should
In general, I’ve observed that students who
are noted for their competence and moti-
quickly home in on their topic and work Doctoral Students Do Not Seek Help
on developing it with their advisor. There If a student is in a program with a lot of
vation tend to get more demands on their
is no substitute for continuous interaction,
time from their colleagues and faculty. colleagues and faculty with expertise, they
even if it is for minor updates.
However, with every opportunity comes have tremendous resources at their dis-

12 Decision Line, May 2001

posal. They should use them. I occasion- not sustain the joint research relationships their committees based on their (mem-
ally see doctoral students invest inordinate that are so critical for success. bers’) contribution and interests, as well as
amounts of time in topics or methods for any unfortunate political realities.
which expertise is available. However, they Doctoral Students Are Too
try to resolve it through their own means Ambitious Doctoral Students Leave Too Early
rather than ask for guidance. While there
“The best dissertation is a done disserta- This one is fairly pervasive. While we gen-
is no substitute for perseverance, remem-
tion” is an oft-heard saying. While partially erally discourage our students from leav-
ber, in many cases guidance can save hours
facetious, there is an element of practical- ing before their final defense, the pressures
of fruitless work. For instance, if there is a
ity in the statement that needs to be noted. of getting a head start in their career often
methodological concern that is consuming
I have observed competent and motivated takes precedence. I have generally ob-
lots of time, students should seek help.
students invest a tremendous amount of served that a dissertation with one month
Maybe a faculty member in another de-
time in proposing projects that are ex- of pending work on-site, sometimes takes
partment well-versed in the technique can
tremely ambitious. In some cases, they months or even years off-site. In a new
help, or even a colleague who might know
draw from various theoretical lenses, in- job, a year goes in settling down, prepping
of a book or other source of information.
clude a plethora of variables, and require courses, and establishing new relationships.
Even an e-mail to someone whose article
an ambitious methodology. Often, I see my The dissertation tends to get squeezed out.
uses the same technique can compress the
role as an advisor as simply to narrow down In the long run, that one-month investment
frustration cycle. In a related vein, doctoral
their topics into a project that is not only can save the student many times over in
students should not be afraid of criticism.
interesting and relevant, but also defensible tension, anxiety, as well as risk in losing
In fact, they should actively seek it. Shar-
and feasible. continuity of the dissertation process and
ing and critiquing each other’s ideas is the
The dissertation process is also a learn- interest (or even physical presence) of the
essence of research development. If stu-
ing process, and not necessarily the most committee.
dents surround themselves with good
significant project the student will ever do.
people who are excited about their work,
Also, feasibility (i.e., completion of a project In sum, I believe that while doctoral
their enthusiasm will rub off. Research can
within a reasonable time frame) is as im- education is challenging, motivation and
actually be fun.
portant a criterion as any other. I often ad- competence can work synergistically. How-
vise students to evaluate their ambitious ever, students can extract the most value
Doctoral Students Do Not Build changes in terms of costs and benefits: from their program by carefully consider-
an Asset Base What is the cost in time and effort to make ing program management issues as the
In their career as researchers, doctoral stu- these changes? Would some people dis- third crucial factor. Students who create
dents will have the opportunity to work agree with the importance or need for the synergy, are proactive in their approach,
with a number of research groups. How- change? How do the benefits translate into evaluate opportunities carefully, avoid a
ever, never will they have devoted more probability of publication in a major jour- deep lull period, manage the interaction
time to learn as they do in their doctoral nal? This kind of analysis often suggests with their advisor, seek help and criticism
program. While life-long learning is a noble that reasonable imperfection is acceptable. of their work, build a particular skill set,
goal, we often don’t have the time or incli- temper ambitious projects with reasoned
nation to learn as much as we’d like to in Doctoral Students Are Not Politically reality, consider political realities, and don’t
our jobs. Therefore, doctoral students Astute leave the program prematurely tend to be
should use the time in their program to successful in the program. Moreover, I be-
Unlike most masters programs, the doc-
build their personal value as a co-author. lieve that this success will translate to their
toral program involves a higher level of
Relevant questions for a student are: If I professional career. ■
dependence on faculty. An unfortunate re-
work on a joint project, what do I bring to
ality is that some faculty tend to be paro-
the table? Can I cultivate those skills while
chial and egocentric. Therefore, it is Julie E. Kendall
in the program? For instance, I have often
important for students to be politically as- School of Business-Camden
seen doctoral students solicited for their Rutgers University
tute when managing their program. I have
expertise in a certain area or methodology Camden, NJ 08102
heard of cases in which faculty confronta-
or even writing skills. Cultivating these (609) 225-6585
tion during oral examinations or defenses
assets while in the doctoral program cre- fax: (609) 424-6157
denigrated to a no-win situation for the stu- kendallj@crab.rutgers.edu
ates value for joint endeavors down the
dent caught in the middle. In general, stu- http://www.thekendalls.org
road. Therefore, doctoral students should
dents should be friendly, receptive, and
assess their assets and how they can lever-
responsive to faculty; professional in their
age the “learning” in the program in order
demeanor; avoid taking unilateral actions
to create unique (inimitable) value for
that can create potential conflicts (without
themselves. Students who do not build an
faculty protection); and carefully choose
asset base tend to be “followers” and can-

Decision Line, May 2001 13

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