Becoming a researcher requires students to be independent and self-motivated. To complete a dissertation, a student needs t

By Stacey Bridges, Chuck Banaszewski, and Seanan Kelley

Role of the Researcher

Essential Questions

What does it mean to be a doctoral researcher?

What behavioral changes do doctoral learners need to exhibit to become independent scholars?

What attitudinal changes are required to transition from a learner to a researcher?

What skills do learners need to understand the role of a researcher?

Why is it important that learners prepare to become members of the academic community?

Introduction Taking on the role of a researcher requires doctoral learners to adopt skill sets that will move them away from

being dependent learners and toward becoming independent, proactive scholars. Some of these skills are

familiar, such as reading research, thinking critically, and writing essays. However, the greater depth at which

a doctoral learner must execute these skills at times appears unfamiliar. The required reading materials are

empirical, peer-reviewed research articles and dissertations that require more time to analyze. Doctoral

learners must produce multiple drafts of the same document until it meets the approval of instructors and

dissertation committee members. Ultimately, the primary ambition for the doctoral learner is to learn to

design and carry out research that contributes to the corpus of knowledge in the �eld of study. This process

represents the culmination of moving from a consumer to a producer of knowledge.

Doctoral learners create new knowledge through the dissertation process; however, novice researchers cannot

begin examining a topic without fully understanding the complexities involved with conducting a scholarly

investigation. This chapter cannot address all nuances of the process, but the intent is to present information

that will be helpful throughout the dissertation process and particularly in preparing to be a good researcher.

What it Means to be a Researcher

Learners must become experts in their �elds through the dissertation process. Throughout the doctoral

journey, learners will read, critique, and synthesize a large amount of research and literature on their

respective topics, systematically searching for a problem space to address. As learners progress through the

doctoral process and become educated on a topic, they begin to design and conduct research with a narrow

focus. As these researchers collect data, they begin to write re�ective notes to themselves about the material

and how these initial ideas could connect to the literature. The researcher then analyzes the data using

predetermined methods or tools to ensure accuracy and reliability. Upon completing an analysis of the data,

the researcher constructs a narrative that demonstrates appropriate interpretation of the data and reports the

�ndings in the form of a dissertation to contribute to the �eld of study. The researcher shares the research in a

published format (print and/or digital) with the academic community. This process of transitioning from a

consumer of research to a producer of research is how doctoral learners become scholars.

The Purpose of Research

Research at the doctoral level requires the creation of new knowledge. One unique requirement of a

dissertation study is that it must address an identi�ed problem in prior research and add to the existing body

of literature in a new and unique way. The dissertation begins with the process of systematically searching for

information about a topic or subject in order to develop a more in-depth understanding, leading to

identi�cation of problem spaces that underpin the argument for developing the research project. There are

numerous approaches to and reasons for conducting research. Aside from the bene�ts doctoral learners can

derive from engaging in the research process, the overarching objective is to enhance the breadth and depth of

knowledge in a �eld of study.

The purpose of research is to create new knowledge to contribute to the previously existing body of knowledge

on a speci�c topic. Other researchers and practitioners then apply this knowledge within the appropriate

disciplines. Many doctoral learners expect to make a difference with their doctoral studies; however, the

results do not always carry the desired or anticipated in�uence. The purpose of research is to objectively

uncover an answer to a question. While guided by a central question, doctoral learners must also

compartmentalize in�uences, such as individual perceptions of truth, personal biases, or opinions.

The purpose of a doctoral program is to prepare the learner to become an independent researcher in order to

complete a dissertation project. The course content at Grand Canyon University (GCU) contributes to this goal,

and faculty teach courses with the intent of providing learners the skills necessary to complete a successful

research project. These skills include critical thinking, writing, research design, and data analysis.

Dissertation chairs will impart knowledge of the dissertation process and university policies. Learners are

responsible for skills such as understanding the intention and process of peer review, learning how to search

for scholarly articles, learning to avoid research bias, and maintaining academic integrity—all skills that play

an integral role in the research process. Part of being a doctoral learner is recognizing that the responsibility

for learning and ownership of the learning process resides with the learner.

To become an expert on a topic and complete a dissertation, a doctoral learner must independently engage in

developing and honing research and writing skills. Doctoral learners may not overtly learn every skill

necessary to complete the doctoral journey through coursework alone. Thus, the onus remains on learners to

do outside reading and research to diagnose personal de�ciencies and identify the means to bridge gaps in

knowledge or skill sets. A signi�cant portion of the doctoral journey is learning skills to transform the learner

into an independent producer of knowledge. To be successful, learners must adequately prepare for the

research process.

Preparing to be a Researcher

While becoming a scholar is a goal for doctoral learners, the path to becoming a scholar involves learning how

to become an effective researcher. Doctoral learners should begin working toward this destination as early as

the �rst course. Most learners will not have a feasible topic in the early stages of the program because they are

not approaching their research projects correctly. Many learners believe that if they see a problem existing in

their lives at home, at work, or in the community, it warrants a dissertation-level research project.

Unfortunately, this is not the case for most topics because learners have not spent the time reviewing

academic literature in their respective �elds to determine whether a need exists for the study.

The �rst step toward becoming a researcher is changing the mindset of a doctoral student toward wanting to

conduct research on a topic independently. Many learners entering a doctoral program mistakenly believe

their course instructors will provide them valuable information about their chosen research topics, and this

information will lead them to answers they are seeking. Some learners may even believe their instructors will

select (or assign) a dissertation topic for them or tell them where to �nd a problem space in the literature.

Further, some learners conceive of themselves as unable to begin reviewing literature on their proposed topics

because an instructor did not assign them readings on the prospective topic. Learners must understand that

that �rst-year course work focuses on helping them become researchers, which means introducing them to

research skills such as how to read, analyze, and synthesize literature before the writing process begins.

Doctoral learners also encounter research methodologies and potential research designs suitable for their

dissertations. Though presented in courses, the learner must take the subject information, become an expert

in the subject, and apply the information to an independent research project appropriate for doctoral-level

scholarship. The learner must act as a researcher and choose the appropriate research design and

methodology for the study.

After foundational coursework ends, the successful doctoral learner continues both dissertation research and

a new phase of the personal and academic journey. At many universities, formation of a dissertation

committee occurs only after the learner completes the coursework, generally around two years after

enrollment. Nonetheless, a learner should not reach this point “empty-handed” but prepared to introduce the

research topic to the committee. By the two-year mark, a learner should have read between 150 and 200 peer-

reviewed articles, several dissertations and books related to the �eld as well as texts on the chosen research

design and methodology. Each of these readings should receive equal attention because they are equally

important to the success of a dissertation project. Learners who have not accomplished this kind of reading

load will struggle to �nd a research topic or a problem space within the literature as well as �nding

themselves unprepared to meet the expectations of the dissertation committee and to attain to GCU doctoral

milestones. For example, a learner who only reads peer-reviewed articles not only will fail to grasp the scale of

a dissertation project but also will feel overwhelmed when asked to author three chapters for the proposal.

Also, lacking understanding of the chosen design and methodology severely hampers the ability of the learner

to construct a proposal.

Doctoral learners must read and write on a regular basis to strengthen scholarly understanding and

communication skills. Writing is the celebration of research and reading; if a learner does not spend time

reading, then there is little about which to write. In the �rst course at GCU, doctoral learners receive an

introduction to the importance of annotated bibliographies for collecting and recording research as well as the

use of outlines to structure formal paper writing. Many doctoral learners discount the importance of practice

and treat courses and coursework as a series of activities or exercises to complete and put aside. However, the

path to becoming a strong writer communicating research intentions, methods, and analysis is one of

repetition. Because the purpose of research is to generate new knowledge, the ability to communicate that

knowledge is a critical component of becoming a researcher. Learners must create time in their schedules to

devote to reading and writing about their topics.

Database management software is an important tool that learners can use to become more effective

researchers. Learners must be able to organize their annotations because, at some point, the reading list will

become unmanageable through casual preservation alone. It is impossible for an individual to remember

everything read over the course of a couple of years. The use of database management software can help a

researcher store work (including article annotations) and retrieve the information quickly when necessary.

There are many available programs that have similar capabilities and features. A learner should decide which

software they prefer to use, but GCU does provide the use of programs through the GCU Library

(https://libguides.gcu.edu/refworksandendnote).

Understanding the GCU dissertation process and milestones (https://dc.gcu.edu/home6/dis2) aids the learner

in executing a plan to complete the degree program. Learners develop into researchers over time through

practice and the repetition of skills independently executed by the learner. The repetition of independently

reading research and practicing writing are essential to developing the skills a learner needs to become a

researcher. Additionally, learners must learn to manage their time effectively both to complete coursework

and to work independently on their research projects. Finally, managing a research project requires organizing

a large volume of materials and sources. The use of database management software simpli�es this task.

Transition from Dependent Student to Independent Researcher

The �rst step in becoming an independent researcher is to understand that the dissertation process takes

persistence and requires a paradigm shift from dependent learner and student to independent scholar and

researcher. Therefore, the learner must undergo a change in perspective and develop a plan for how to achieve

this paradigm shift. Many learners are accustomed to the coursework and often attain high academic marks

because the specialization courses build on subjects and content learned at the master’s level. However, the

reading, writing, and research process represent new learning, and it is not uncommon for learners to initially

struggle with research and dissertation courses. Learners also tend to become easily frustrated with the

iterative nature of the reading, writing, and research work and become discouraged if they do not receive the

same high academic marks they received in courses within earlier degree programs. Research is a process,

not an event; therefore, the learner must realize learning the process supersedes receiving a grade. Focusing

on developing skills rather than obsessing over grades will help learners change their mindsets to that of

researchers.

GCU offers an integrated, scaffolded curriculum and dissertation aids to support this transformative learning

process and shift in cognition. Each course in the doctoral programs at GCU builds on (scaffolds from) the

previous course to introduce doctoral learners to progressively higher writing and research expectations. The

GCU Doctoral DNA (https://www.gcumedia.com/doctoralDNA/prospective-students/v2.1/#/home) shows this

course-by-course process from the beginning of the GCU doctoral program to graduation. While the Doctoral

DNA offers a graphic representation of the standard course series of the program, it is common for learners to

require additional extension courses to complete the dissertation.

Mindset of a Researcher

Doctoral learners develop the mindset of a researcher as they delve into the body of literature and become

familiar with the landscapes of their �elds of study identifying potential problem spaces that exist. The

mindset of a researcher is the behavior or disposition of wanting to independently learn more about a topic,

issue, and/or problem. A researcher will examine the known and formulate questions about the unknown. The

desire to ask questions and search for potential answers are a prerequisite to developing the mindset of a

researcher. A learner must possess motivation to spend the time necessary searching resources and analyzing

data in a variety of ways to adequately understand a topic, issue, and/or problem. The results of a deep

understanding of the research �ndings on a topic contribute to the development of an argument for the need,

and formulation of a feasible research project. A researcher must continue to become familiar with and be self-

aware of potential biases. Part of this process includes taking precautions to minimize in�uences which may

potentially hurt validity or trustworthiness of a research project. A learner must also learn to suspend

judgment until all steps of the data collection and analysis processes are complete in order to accurately report

�ndings to a reader. The goal is to create new knowledge that will contribute to the metanarrative of a given

�eld. This mindset is imperative to moving through the dissertation process. A researcher must have a clear

purpose for conducting research, spend time on proper topic selection considerations, and develop an

argument that will frame a research study.

Researcher Skills In preparation for the life-changing journey that is doctoral study, important changes need to occur, and

learners need to start building new habits and behaviors that assist in their success. These may be changing

practices that have worked at other levels of education but are no longer effective at the doctoral level. At the

doctoral level, the investment with the material is much greater and more meaningful than in master’s level

education.

Critical thinking, time management, and organization, as well as writing and reading at a pro�cient level are

necessary skills that doctoral learners must develop. Note the use of the word develop instead of the word

learn. All doctoral learners possess these skills to varying degrees, but all learners need to independently

develop these skills further to meet doctoral-level expectations.

Time Management

For a researcher, time management consists of securing blocks of time to complete tasks, such as reading,

thinking, and writing. The challenge for most learners is �nding ways to balance their studies with their

professional and personal lives. Learners must review their daily schedules and determine the available

amount of time each day to dedicate to their studies. At �rst, most learners will attempt to complete their

academic tasks without any changes, but they quickly realize that strategy will not work. A second review of

the daily schedule should identify activities the learner is willing to sacri�ce, such as television and leisure

time. With the second review completed, the learner should review other activities and determine other areas

from which to potentially take 5–15 minutes blocks of time. One �nal review of the schedule seeks to

determine the feasibility of delegating some tasks to someone else. Delegating tasks such as going to the

grocery store, cooking dinner, or folding clothes provide extra time in the study schedule. Fifteen minutes here

and 5 minutes there quickly accrues to an hour or two a day, which could translate to 7–14 extra hours a week

to focus on academic tasks. A learner should add time to the schedule incrementally to build up endurance for

academic tasks and to allow others to adjust to the changes. Reading and writing for long periods of time

requires practice and repetition. Going from 1 hour to 4 hours may sound easy, but it is more challenging than

one may think. Also, it is important to be considerate of other’s feelings as they make sacri�ces and adjust to a

new schedule as well. Challenges exist at the beginning, but once established, a routine commonly yields

positive results. Learners should expect to spend approximately 20 hours per week on core and emphasis

coursework as well as on dissertation courses and executing the research.

Reading

Having plenty of time built in for reading is crucial to the success of a doctoral student because reading is the

foundation to a dissertation research project. The learner spends the �rst 2 years before acceptance of a

proposal reading peer-reviewed articles, dissertations, books, and other scholarly sources that potentially

contribute to the dissertation project. At the same time, the reading of these materials directly contributes to

subject matter expertise and positions the learner as an expert in the �eld of study. Unfortunately, there is not

a speci�c number of resources that a learner must read to transform into an expert. The reading process in a

doctoral program is an ongoing, self-directed independent project that begins in the �rst course and does not

end until approval of the dissertation. Even then, the learner who has transitioned to a researcher will

continue to read on the topic in the years after graduation to remain current with the literature. Those who

also become published scholars will continue to contribute to the literature with their own publications.

Researchers read research differently in order to save time. Researchers must determine quickly whether to

add articles to their reading lists. Researchers read the article abstract �rst to determine if the article is

relevant to the topic. If so, then the researcher takes a nonlinear approach to reviewing the article. A

researcher examines the results and discussion sections �rst to identify what the researchers found and why.

The next step is to review the methods section to understand the origin of the data and the methods used to

collect it. At this point the researcher usually decides whether to write an annotation for this article. If the

researcher determines that an annotation is meaningful to the project, the article will be read in detail and an

accurate annotation crafted. Finally, the researcher reviews the literature section with a thumb on the

reference page to identify relevant literature for inclusion in the reading list. Just as it is important to have

plenty of time to read for the dissertation project, it is equally as important to quickly sort through a pile of

articles, discarding those that are not relevant enough to read fully.

In a dissertation research project, reading is critical for a learner to provide context for the research problem

and to formulate an argument that will frame the study. There are typically �ve chapters in a dissertation, but

every published dissertation has a chapter dedicated to the literature (Chapter 2). It is impossible to complete

this chapter if a learner has not read extensively on a topic. One of the biggest mistakes learners make in a

doctoral program is putting off the independent reading required to adequately address the background of the

topic, the review of the literature, and the problem spaces of the topic. Learners who complete their

coursework with only a handful of articles will delay their advancement in the program for months and

possibly years because they have not become an authority on the subject. Learners cannot talk their way into

completing a dissertation. The process begins with reading the existing body of literature and being able to

synthesize the information into an argument that frames the study.

Critical Thinking

Doctoral learners frequently receive questions about the tasks in progress relative to their dissertation

projects. Their responses are usually things like, “I’m reading this article” or “I’m writing this section,” but a

more accurate response would be, “I’m thinking.” This response would succinctly describe how successful

doctoral learners spent most of their time: thinking about the readings and thinking about the writings and

thinking about thinking.

A doctoral learner must develop critical-thinking skills and be able to think critically about every aspect of the

research project, especially areas that may not be evident upon an initial review. A doctoral learner must be

able to “think about thinking” demonstrating the skill of metacognition. In other words, learners must become

aware of how they engage in the learning process in order to gain deeper insights regarding where to direct

attention and to strategize a plan of action. Learners who develop a critical self-awareness are more apt to

work independently and demonstrate higher levels of analysis in their research projects. Metacognition helps

a learner to see things from multiple perspectives and to look beyond the surface for meaning, which can lead

to the idea of “thinking outside the box.”

“Thinking outside of the box” is a common phrase that has found a place in popular culture as well as in

academic circles. It refers to a person thinking creatively about a topic or issue. Each component of the

dissertation is a box placed inside a larger box, until approval of the �nished document. A doctoral learner

must think analytically and re�ectively every step of the way. Doctoral learners who do not make the time to

think critically will struggle, and it will become apparent during the writing portions of the project.

Organization

The scale of a dissertation research project is the largest task in which learners engage to this point in their

academic careers. A dissertation project requires a learner to develop a system of organization that will keep

the research project manageable. A doctoral learner collects hundreds of reading materials from various

perspectives and approaches. Not all readings carry the same value. Some serve as the framework for the

study, and others simply summarize an idea. Still others serve no purpose in the �nal dissertation. Learners

also collect data from a variety of means, such as instruments, observations, interviews, surveys, and �eld

notes. Each source of data is valuable and potentially useful in some way in the dissertation.

In the past, doctoral learners may have had a book shelf of clearly marked manila folders and binders �lled

with photocopied articles, observations notes, interview transcripts, research artifacts, photocopied book

chapters, annotated bibliographies, rough drafts, and coded index cards. The desk drawer likely contained an

assortment of highlighting markers used to differentiate ideas or concepts found in the data. Today, software

programs help a learner keep a dissertation project manageable as well as making it easier to navigate and

retrieve information. In the past, a learner may look through 20 folders until locating the item sought, but, with

the use of technology, the same item may only be a couple of clicks away, depending on how much detail the

learner uses in the �le program.

There are many reference management programs available for learners to choose from; some have a monetary

cost, while others are free through the GCU Library. A reference management program is a personal database

manager that allows users to import references and establish a system of organization. These software

programs also help organize and format the bibliographic information for easy retrieval.

It is important to note the iterative nature of the research process. Learners move back and forth among their

readings and add new sources regularly while concurrently removing materials no longer relevant and/or

current from their primary �les. Like the research process, the organization process is also iterative in nature

with the addition of new folders, �les, and titles added to the system and the relabeling of existing materials to

better align with the patterns, themes, and direction the research and data are taking the learner.

Doctoral learners who can organize their materials and reorganize their materials will be in a better position to

succeed than those who cannot do so ef�ciently. An organized learner will save valuable time and effort,

whereas an unorganized learner will most likely struggle in the data analysis phase of the project, which in

turn can negatively affect the write-up process.

Writing

Like reading at the doctoral level, writing at the doctoral level takes more time than learners expect because

these skills are more comprehensive. Many learners are gifted writers previously able to author essays in an

evening without the bene�t of an outline or rough draft. However, learners must now synthesize materials

instead of reporting on the topic or offering basic levels of evaluation. Learners must now formulate positions

that guide an argument. Learners who do not give themselves enough time to think critically about the

material and organize an argument commonly struggle to write a paper.

Often, learners lose con�dence in their writing abilities and express to instructors that they feel incapable of

doctoral-level writing. Some become defensive at receiving feedback because they typically received high

marks for writing in previous degree programs. Often, the issue is not the writing but rather the amount of

time dedicated both to thinking about the materials and to the writing process.

Outlines are essential at this level of research and writing. Fortunately, GCU provides templates for learners

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