Journal of Case Studies in Education
Dissertation Leadership Knowledge Transfer, Page 10
Application to Network Science
“Network science is an interdisciplinary academic field which studies complex networks
such as engineered networks, information networks, … and social networks.... [and] link analysis
is a subset of network analysis, exploring associations between objects” (Network science, 2013,
p. 1). The dissertation genealogy described in this paper is comprised of the people (advisors and
students) and are “call[ed] vertices or sometimes nodes, with connections between them, called
edges” (Newman, 2003, p. 2). The edges can be directional as in a citation matrix, or
bidirectional as in a social network or in dissertation advisor-student networks. A graph showing
dissertation advisors and their students (or a person’s genealogy or Kevin Bacon number, or
Erdős number) is a sparse network where there are a low number of edges compared to the total
possible number of edges.
Dissertation Advisor Leadership
It is generally accepted that a doctoral degree is a prerequisite to being a dissertation
advisor. The advisor can be both a manager (accepting/hiring students, creating schedules,
meeting deadlines, attending meetings, writing reviews and recommendations, and guiding
career paths) as well as a leader (advising, suggesting, looking to the future). The leadership style
of the advisor could range from autocratic to bureaucratic to laissez-faire to transactional to
servant leadership, or any of the dozen other names in the literature. All the leadership styles
could possibly work to varying degrees as they do in industry. But what styles and skills will the
student have when they become a dissertation advisor themselves and how much do they learn
from their advisor? Here are four possible methods.
1) Learning by Procedure
Most universities have guidelines for the doctoral process. This generally includes classes that
have to be taken, a comprehensive examination, literature is reviewed, research is proposed and
approved, research is conducted and written up, and a portion of the faculty members review the
work performed in a final oral examination. Policies and procedures provide guidelines for
uniformity and minimum requirements.
2) Learning by Instruction. Some (usually online) universities have a specific dissertation
advisor training class that is mandatory for professors before students can be accepted. This often
requires annual refresher training, as policies and procedures evolve.
3) Learning by Committee. Many universities require professors to work on a number of
committees (for example: 5) as a dissertation committee member before chairing a dissertation
committee. Professors learn the procedures and policies from mature dissertation advisors.
4) Learning by Doing. Professors have written their own dissertation and were guided by their
advisor and by the members of their committee. They learned their university’s requirements and
how to do research from their advisor and may carry that philosophy forward to the schools
where they teach. See the example below.
Journal of Case Studies in Education
Dissertation Leadership Knowledge Transfer, Page 11
Example
The author’s advisor was Chet McCall and Chet wrote, in his dissertation
acknowledgements, about his advisor (Frank Weida): “His insistence on a lucid presentation
with adequate examples has certainly served to improve this paper” (McCall, 1957, p. ii). The
author, in-turn, wrote, in his acknowledgements, about his advisor: “Thanks for the reviews and
making this the best and most clearly written dissertation that it could be” (Mallette, 2006, p.
xvii). It is obvious that Weida insisted on his dissertation student (McCall) being lucid and in
turn McCall insisted on his own dissertation student’s (Mallette) writing be clear – Mallette is
known to also be insistent on clarity in his dissertation students’ writing. While these comments
could reflect acknowledgements in many dissertations and the desires of all advisors, they stand
out because they were specifically stated, and also form the basis for learning by doing – that
dissertation students learn from their dissertation advisors and it forms a basis for future students.
The social sciences are interesting because the student often selects the topic and finds a
professor who is interested enough in the topic to become their advisor – juxtaposed with physics
or engineering where the student will often work in the advisor’s laboratory on funded projects
and prepare a dissertation based on the work performed in that laboratory. This is probably a key
point where the professor should question the student about their plans for teaching at the
doctoral level. This could put an added agenda item to the advisor’s interaction with the student.
Not only is the advisor guiding the student through the mechanics of a dissertation, and through
the literature review and methods, but is also providing a model of a good advisor.
Summary
This paper asks How is specific dissertation leadership knowledge being transferred? and
then suggests four possible answers: learning by 1) procedure, 2) instruction, 3) committee, and
4) doing. I’ve had the pleasure to know Chet McCall from my doctoral interview through and
beyond graduation. He had that intelligent and sometimes mischievous sparkle in his eye and an
ability to lead his dissertation students with a firm hand, without micromanaging them. Chet’s
dissertation heritage goes back to famous statisticians and, by Miller’s association with Frank
Cole, to some of the most influential mathematicians of the 18
th
and 19
th
centuries.
Author’s Biography
Dr. Mallette provides technical and programmatic support at The Aerospace Corporation.
Previously, he worked in system engineering and project management of satellite systems at the
Boeing Company for 30 years. He received the BS and MS degrees in electrical engineering
from the University of Central Florida and the MBA and Ed.D. (in organizational leadership,
with honors) degrees from Pepperdine University. Dr. Mallette has published over 70 conference
and peer-reviewed journal articles on atomic frequency standards, satellite systems, ground
stations, optical detectors, root-cause investigation, genealogy, organizational ethics, publishing,
and pruning trees. He is co-author of the book Writing for Conferences (Greenwood, 2011), co-
editor of The SPELIT
Power Matrix
(CreateSpace, 2007), author of Images of America: Rancho
Mirage
(Arcadia Publishing, 2011), and the Princess Avocado series of children’s e-books. Dr.
Mallette is an adjunct faculty at Pepperdine University and the University of Phoenix’s doctoral
program and was an Instructor of Engineering at the University of Central Florida. Leo is a