The Genius of Barbara E. Lovitts Continued: Making the Implicit Explicit

by | May 31, 2011

A few weeks ago, I introduced Barbara Lovitts and her works on differentiating between the consumption and production of knowledge. What we learned: the skills and attributes developed in the course, academic phase of the program is far different from those needed in the dissertation research phase. As you are developing your identity and competence as an independent researcher, be mindful of your interdependence with the program and as Lovitts labels, those rules or expectations which are implicit. In a virtual environment, this is perhaps even more difficult, as those community gatherings or unscheduled encounters with your faculty and peers are limited by our geographic divide. Granted, some would argue this socialization comes throughout the discussion had in the courserooms or while attending a colloquia, but as we’ve noted there is a difference and independence in dissertation. What implicit standards or criteria have you identified thus far?

Certainly not exhaustive, but a few examples that come to mind:

If you have the opportunity, I would encourage your reading Lovitts’ Making the Implicit Explicit: Creating Performance Expectations for the Dissertation. It’s a wonderful read and appropriate for both researcher and mentor/advisor alike. As you prepare or continue your dissertation pursuit, however, take time to think about whether you have a firm understanding of your program’s implicit expectations. Doing so will bring you one step closer to your own independence and contribute to a far more rewarding experience in your continued research endeavor.

Lovitts, B.E. (2007). Making the implicit explicit: Creating performance expectations for the dissertation. Sterling, VA: Stylus Publishing, LLC.