Episode 108: Using Jealousy to Get to the Finish Line

In this episode, Marvette talks about why it's normal to get jealous during the dissertation process and how you can use your jealousy to help you get to the finish line.

Follow along on Instagram: https://www.instagram.com/marvettelacy/

TRANSCRIPT:

Hey friends. The time has come to finish your dissertation graduate and become doctor. Welcome to office hours with Dr. Lacey, where we talk about how to finally master this time management thing. So you can stay on top of it without losing your mind. Every Wednesday, you can find a new episode wherever you listen to podcasts. Make sure you hit the subscribe button to make sure you never miss an episode. I'm Dr. Marvette Lacy, your dissertation writing strategists here to be with you along every step of the way. I would like to thank you for coming to today's office hours. Let's get started on today's episode. Have you ever wondered what it would be like to have your own consulting or coaching business? Did you pursue your doctoral degree because you wanted to get into speaking and consulting? Then I would like to invite you to the dissertation to consultant webinar happening on Tuesday, February 23rd, at 7:00 PM. Eastern hit the link in the show notes to sign up. I will be sharing the top two steps you need to take in order to get your first three paying clients. See you there.

Hello, and a welcome back to a new week. Yo is spring it's spring. You know, it kind of feels like it's spring in Chicago, but spring here is not. It's a toss up. Okay? Because one day it could be 60, 70 degrees. The next day it can be 20 degrees and it's snowing. Listen, you just it's an adventure. You never know what you're going to get. That's how I'm choosing to look at it. I also know that there is, we got like one good snow storm left. That's usually what happens. And it usually like lately has been happening at the end of April. It's like, no, bruh, like summer is here, Why are you snowing? So I am just going to be thankful that at least today the sun is out and it's windy, but it, at least it'll be 60 something. The windchill would probably be like 50 something, but I will take it anyway out. Today's shout out, goes to clients, Sarah, Sarah joined the finisher dissertation program in January and she had been some time since, you know, she gave much attention to her dissertation and joined in hopes that she could have the support she needed in order to get back to it. And Sarah is like one of my like favorite types of clients. Sometimes I have clients who come into the group because they are just starting their dissertation process. And they don't. They're like, I don't know what to do. I just need some support. I have people who, like, I got a plan. I'm good. I just know that I do better when I'm in a supportive environment. And then other folks are like, you know, it's just been some years and I haven't even touched this thing, but I want to finish the program. And then there's like, of course there's combinations. Right? And Sarah falls in like a combination of, yes, it's been a minute since she touched it. And she has the data already. So it won't necessarily be an active data collection. And so all that studying in between her and beginning doctor is to sit down and write. And yes, that sounds really simple, but y'all all know it ain't that simple. There's a lot of stuff that comes up. Your brain throws a lot of stuff your away. Cause it's like, yeah, all you gotta do is do this. Why can't you do it? And you go down this rabbit hole of beating yourself up and being like, you should feel guilty. You should feel shame. Right? And then that just continues to looping and cycle of you're not sitting down to write. And Sarah, we had a, we had a really good one-on-one session. So for the folks who joined in January, I gave everyone a private intensive as a thank you because you know, it can be, it could be a little bit intimidating coming into a program because your brain says, Oh, now you have to do the work. Right. Isn't operations are funny, right? That's the point you joined? I even do this now when I joined coaching programs, I'm like, Oh, it's serious. Now I got to do to work. And it's such a funny thought to me cause it's like, yep. That's why we joined. So we would do the work. Right. But it's like the realization your brain is making like, Oh, we're not just thinking about that. We're actually going to do it, which can create pressure though. Right. But anyway, that was a tangent. So I had a great call. It's Sarah. And she was telling me how she was just having a good time. You know, usually I have to coach people on self-care and taking time for yourself. And she's like, Nope, I got that department handled. In fact, I have a trip coming up. It's going to be my birthday. I'm going to do all the things. And, but it came down to that feeling some guilt over feeling like she didn't deserve it yet because she had written anything and she had some projects that needed to be done. And so I'm always, my coaching style is like, let's just do the math. And when I say let's just do the math, let's just put it out there on the table. Things always seem bigger in our brains. And they actually are. But when you take pen to paper and you write down, okay, what exactly is it that I need to do? When what are the steps to get there? Nine times out of 10 is not as big as you think it is. It's not as overwhelming as you think it is. Right. But when we're constantly trying to make plans and, you know, talk to ourself from convincing energy and figuring things out in our head that is not the place to do that. You will spiral yourself out. And so I'm saying, okay, tell me what you need to do. And she's like, I have this paper, I have this four page paper that I just need to do and turn in, but I'm just having trouble finding the motivation to sit down and do it. And I know it was just four pages and I could, I mean, I used to read, she was like, and I used to just stay up all night and get it done. But now the way that these kids and his husband is set up, I just don't got it. I get it. Right. And she was saying like how she had this plan to show up and do a little bit every day and write every day. Let me tell you, I am not a fan of you forcing yourself to write every day. Like write for academic purposes. Journaling is a whole different thing, but writing something, producing something, I don't necessarily subscribe to that you have to do it every day. Now, if you love it and that works for you. Go ahead. But if it's something that's not working for you, right. And a lot of y'all got a lot of evidence of it not working, but you keep trying to force yourself to do it. Why try to force yourself to do something that obviously you don't like you don't want to. And yes, there are things in life that we, you got to talk ourselves into doing. Cause that's, that's the way it goes. But there's a lot of things that we don't have to and writing every day is one of those things that you don't have to do now, you might be like, but how am I going to get this done? Which is what Sarah was saying like, well, how am I going to done? How I'm going? How am I going to meet? My goals are set for myself and my dissertation if I'm not writing every day. And it's because you make the most of the time that you do set aside, you make the most, you look at your life, you be honest with your life, with your schedule, with your capacity and you say, okay, what realistically do I have to give one? And number two, what do I want to give? Right? Because just because you can doesn't mean you should, that's a word for somebody that's going to hit you later. Okay. While you sleep or in the shower. But just because you can doesn't mean you should. Right? And so we were looking at her schedule and I'm like, you have little humans that you are keeping alive. They got to do the homeschool. Right. They got all the things they want your attention. Like, and you love it. Like she loves her family and was feeling most of her guilt was coming from that from not feeling like she was, she's been fully present or spending as much time as she would like. And so I said, what if we just decided that you were only going to work one day a week, that you were just going to block off four hours in the morning when the kids were taken care of everybody else had what they needed and you just blocked off four hours. She was like, well, I have work. And then we started talking more and she was like, well, you know, my supervisor has been encouraging me to take whatever I need for my dissertation are y'all there. This is important because many of us do this. People will try to help us. They will try to support us and we will push it away. And we're not doing it from a malicious place. We're doing it because we're like, no, I care about this job or this person, or I don't want to put a burden on them, but they are literally trying to hand you help. And while you think you're doing it from a good place, it's kind of a slap in the face to them. When you say no, when they know you need it. And you know you need it, but you're not taking it. Right. And so what, her we, what if you just, we just, we don't know. We make a decision right now. We're not going to do anything, but there's one day. And the time that we were coaching was perfect because she had a trip coming up and I was like, we're just gonna do this a one day, four hours? Just paper is going to be, be done. It is not going to be perfect because we're not doing perfect over here. We're doing done. So you're just going to write a paper and you're going to give yourself four hours. Because whatever time you give yourself to do something, that's how much time it's going to take. So if you say this paper has to be done in four hours, guess what it has to be done in four hours? No more like, but I can extend it. I'll just look over it tomorrow. No it's done. I think about the way that my comprehensive exams were set up and the doctoral program that we have four hours to, we had four questions over four days and each day you have four hours to answer the question and that's an exam. I can't be like at the three hour and 59 minute Mark. I can't be like, Oh no, I need a little bit more time. No, I had to turn it in. So guess what happened? I learned how to answer a question and review my answer and turn it in in four hours. What are, what would it look like for you to have that same energy when it came to your writing goals? In general, even if it didn't have anything to do with like an exam, why are we so willing to meet deadlines and follow through on things for other people, but not ourselves, right? That's a whole other, I guess. So Sarah said she was game, right? And I sent her on her way. She came to the coaching call last week to give an update and said, not only does she do the four hours, but she got that paper done and turned it in. No, it wasn't like perfect and polished, but nobody, was looking for that, the person she needed to turn it into, wasn't looking for that. Nobody else was looking for that. They wanted it to be done. Why? Because you can always go find somebody to edit. You can always edit yourself. But if there's nothing on the paper to edit, what are we doing? She did it. And she enjoyed her trip. She enjoyed her birthday. And that is my favorite thing for clients. When clients find that they can have a balance that you don't have to, to sit at your computer for hours and hours and hours, trying to force yourself to do something you don't want to do. You don't have the capacity to do. You don't have the energy to do. And I'm so proud of Sarah for being like, yep, got this four hours, we will turn it in. It does. She did it. And she proved to herself that is possible that you can do this. You can make consistent progress on your dissertation. You can hang out with your friends and do all the hood rat things. You can celebrate your birthday. You can enjoy your kids and family and husband. You can do it. It's about the decisions you make on an everyday basis. The decisions make with how you're going to use your time. What is your time mean to you? How important are you? Like, are you to you? How important are your goals to you? Be decisive, be like Sarah, be decisive. Say, this is what I'm going to do. Do what you say you're going to do and move on and go enjoy your life. Because life is too short to be stuck in front of the computer. And if you are arguing with me, just know there's another way. So please go and say, Hey to Sarah and celebrate her. And I just did a whole podcast episode trying to do a client shout out. And that's not even what today's episode is about. Today's episode is I believe it was supposed to be about how to write chapter five, but I'm going to do a two for one, because I was supposed to do an episode last month on chapter four. I think it kinda doesn't make sense for me to talk about chapter five. And I didn't talk about chapter four, but I'm not going to go into extreme detail inside of the finish your dissertation program. I do have two workshops that go into very deep detail about how to write both chapters. It gives you prompts. It gives you a detail like guide of here are the sections to include here's how many paragraphs roughly it should be. Here's how you start it. Here's some things to think about. Here are some questions, some prompts to ask yourself so that you can get started writing. So if that is something of interest to you, then I'm going to need you to get inside the group so you can finish this thing and be doctor already.

So if that is of interest, go to qualscholars.com, sign up to the program. It is only 197 a month, 197 a month. And there's no contract like you don't have to stay in a certain amount of time. You can cancel at any time. You're just responsible for the current month you're in. But we offer so much in the program. Not only will we help you finish your dissertation in 12 months or less, we'll help you build a business. We'll help you have yo glow up of your dreams over here. We're doing big things in this program. And so if you're on the fence, I'm hoping that this is like, this is your push. I'm not hoping this is your push. This is your sign to join us because there are some great things coming up for this summer. And I don't want you to miss out child.

Okay. All right. So what I want to focus on when it comes to chapter four and five is where are you mentally? Let me tell you. You have probably just finished collecting data, right? You probably got all the ideas just floating around. And here's the thing when it comes to writing chapters four and five or whatever your, like your structure is because every program is different. There's different versions of dissertation. So I'm just going to stick to the traditional four and five, but fill in as you need. The interesting thing is when you're writing your proposal, it feels like you're just trudging uphill. It's like you're grasping for something to come out of the air, into your head. So you know exactly what to write. You're most likely overwhelmed with the literature you're in the black hole of the literature review. That's what I call it.

It's a black hole. Ya'll, it's just like never ending. Right? And you're just like, I don't know what I'm doing. I don't know what I'm saying. I'm trying to make sure it makes sense. Right? It's very theoretical. Your dissertation is very theoretical. But then when you defend the proposal and you complete IRB and you start collecting data, there's a switch that happens. It's it goes, your dissertation goes from being theoretical. This thing that's up here. You can't see me unless you're watching the video because I've recorded a video as well. But yeah, it was like, it's very up here. But then after you start to collect data, it drops down and it becomes very real. It becomes like a living thing. And your brain switches your relationship with writing switches at this point. And at this point where you have data, you're talking to participants, you're analyzing and you're preparing to write your findings and your discussion, your brain switches.

It goes, it's like a like a, it goes to the other end of the spectrum, if you will. So it goes from, I have no idea what to write. I don't know enough to write. And it goes all the way to the other end. And it says, I have too much to write. It's not possible for me to write. And that stops you from writing. It's a trip. Like I know some of y'all, if you not, if you've haven't gotten there yet, you're like, I don't believe you. You will have data just coming out of your ears. Like you will have so much data that you won't know. Like, like you'll be like, how do I pick, what do I focus on? There's so much goodness here. And what happens is that, especially if you you've chosen a topic that is very personal to you, maybe it's something you directly experienced.

What I often hear is people saying, Oh, I just want to honor my participants. I just want to do them justice. I want to make sure that I'm capturing their entire story. And then that starts this loop of how can I make sure I capture it without having like a hundred page findings? Because I do not believe in you just writing and writing and writing. I do not believe in having a hundred page findings, a hundred page discussions. Cause truthfully, nobody wants to read that friend. Nobody wants to read it 50 pages at most. And it better be an entertaining 50 pages if you're close to that end of the spectrum. Okay? Because the dissertation is not meant for you to write. Every single thing that came out is that meant for you to use all your data. You know what it's meant for you to answer the problem you stated in the beginning, to carry out the purpose that you stated in the introduction.

And if you have research questions answered the main research question, everything that does not fit into that you can say, there's going to be so much time for you to publish so much time for you to present. If you want to write another book, you go right ahead after you become doctor. But for the purposes of this project, your dissertation focus on the boundaries. You set for yourself in the introduction. I'm going on this tangent, because I promise you, if you can listen to me right now, it will make you like writing your findings and your discussion so much better. It will be a better experience. If you can allow yourself to practice constraint and focus on the scope of this project and not every single thing. So when it comes to findings, here's what I will say. I'm really, usually not a fan of outlines, especially in a proposal because I just feel like that is a procrastination technique.

How and so ever, when it comes to your findings and your discussions, you're going to need an outline. You're too in your head and you're too close to the data and you won't be thinking, sure, you're going to need, you're going to need to listen to me. You're going to need to talk to somebody. You're going to need to process this out with someone else you're going to need to. That is a part of this process. However, I do not want you going to talk at people for hours and hours and hours about random stuff and they won't be able to help you because you said so much. So for your outline, for your finding section, what I want you to do after you have collected the data, analyzed it, ask yourself what are the three to five main ideas that relates to the scope of my study that relates to my problem, my purpose and my research questions.

What are the three to five main ideas that needs to come from this? I'm a fan of doing the cute three. Let's just let it be simple. What are the three main ideas from the main idea? Find, three to five direct quotes from participants or from your data to use, to illustrate that main idea. So your findings chapter is just you reporting what the data is, what was said in an organized way. We don't need to know your whole process or how you collected data in every conversation topic. We just need to know what does the data say in response to your questions, your purpose and your problem. What are the three main ideas that answers your research questions, your purpose, and your problem for each main idea how do we know that that was a main idea? What pieces of data or quotes from participants illustrate that main idea?

And I'm saying in this way, because we're not interpreting, we're not explaining, we don't need your thoughts about it. We just need to know what the data says. That is what your finding section is. So to recap, we were just going to say, what are the three main ideas? And for each main idea, you're going to have three to five quotes for that main idea. And that's your outline. Literally pull up a document, hit the little, what do you call it? A little bullet point button hit, like for the numbers, say one main idea. One you're going to press enter you're going to do an adjustment to make a sub bullet points and your sub bullet points. It's going to be three to five of them have direct quotes from your participants. This will be easy for you to do to recall because you know your data very well.

You may not think you do, but you remember. Write it down and then go to the next main point and do the same thing. And so your final document should have three main ideas and about 50 direct quotes, you're going to give that to your advisor, to a friend, to a peer, to someone and just say, based on the main ideas and the quotes, do you believe that these quotes accurately illustrate the main idea? I would even say, give it to your participants and see what they have to say, but just know this is going to open up another can of worms and they're going to have more data. You can always do an amendment to your IRB. I feel like this is a good practice. This, this episode is nothing about analysis and authentic data, but that's just something for you to take home with you.

But that's it, that's your outline. And once somebody is like, yep, sounds good. Or they give you feedback. You just write, you just write a narrative that takes the reader through those three main ideas, using those quotes to illustrate the main ideas. That is your findings for me, this, I found this to be the simplest way. I know there's other ways of doing it, but listen, y'all, we are just trying to, we're finishing. We want to have a solid project. We want to have a clear project clear and solid is way better than fancy. You can make it fancy later. So that's findings, right? You're not in this at all. You're just using your, your data. Now, when you transition over to your discussion, it is my strong recommendation that you either start with your discussions and then do your findings, or start with your findings and do your discussion.

We're not going to flip flop back and forth. You're going to confuse yourself, right? So now that you have the outline for the findings, I'm going to say, do your outline for the discussion. Your discussion chapter is when we get to meet the great doctor, right? Because before this, you have been just saying what other people have said, right? You've been talking about past research, past theories. You've been talking about your participants and the data we haven't really heard from you. We probably heard from you a little bit, right? And chapters two and three with the literature review and the method, the methodology section. But we haven't really heard from you, so discussion chapter is the time for you to go off, to start on them hoes. Like I told them who left yesterday, when I did this workshop for them, this is, we need to meet you.

Meaning this is your time to tell us what does all of this mean? What does the data mean? Right. So your discussion is first, we need to know. All right. So you told us what the three main ideas were in the findings. You tell us what was said. They'll tell us in the discussion, what that means. What does main idea one mean? What is main idea two mean? What does that mean? According to you? What is your interpretation of those main ideas or those themes in your mind? How are you making sense of it? So that's the first section. The second session section, excuse me, is what does the literature have to say about those, those findings, those main ideas, right? So you told us you popped off, you told us what you thought about it. Now you're going to tell us what the literature has to say about it.

You want to think about this second section as a conversation between you, the literature and your data is like three people in a room having a conversation about the same thing, right? Your data may have one perspective. The literature may have another one and you may have a completely other, other one that sounded weird, but you get what I'm saying, right? How does your findings relate to the literature? How does it diverge from the literature? Are there any things that were surprising or any ahas or conclusions that you came up with? That's not fully represented in the data or the literature. Now you want to be careful because you're not introducing new ideas per se, but again, it's like you're having a collegial conversation, you know, like those good academic classroom discussions where you're just thinking for the sake of thinking, right? What does your, how does your data, what is your data as a relationship with the literature?

Is it on par? Is it different? Right? That's what the second section is called, which is about, it's about it's your implications? What are the implications for this research? Right? So the first one was your interpretation is your general discussion and then interpretation. And it's like, what do I think about it as a researcher? The implication that second section is what is the relationship of your data to the literature and what is your contribution to the literature, right? Because the whole point of this was you to contribute to the existing, to contribute to your field, to move the field forward, to solve a problem, or get closer to a solution. How did you do that in this research project? We need to know that in the second session. So we got discussion, we got implications. Third, we need to talk about your boundaries of your study.

Now I use the language of boundaries. I don't use the language of limitations, words, mean things. So what are the boundaries of your study? Right? Because as the reader, I'm most likely reading this because I'm looking for a particular information, right? You did a study on a problem that I'm trying to solve at my own workplace or campus. Right. And so I'm going to go to your dissertation. We're going to go to your discussion section and I'm going to go look for, what are the conclusions you came up with? What are the solutions you came up with? But I also need to know like, yeah, you came up with these solutions and conclusions, but would this worked for me, like, yeah, it worked for you, but will it work for me and how I know if it would work for me or my campus or wherever I am is by going to your boundaries section and you telling me the uniqueness of your project, right?

Where did it happen? Who was involved? Like, what are the things that were unique to your situation? What may not be unique to mine? Right? Because in general, what people think about for the quote unquote limitation section, they mostly are like, these results are not generalizable because I had a small end or a small number of participants. No shit. It's a qualitative project. And I'm not saying that qualitative projects cant have a large number of participants. What I am saying that the whole point of view doing a qualitative project was to go deep, was to go deep with a few number of participants. That's the whole point. So don't roll up in your limitation section, time out. It's not generalizable. Yep. That was the point, next. Tell me something else. Have a conversation with me as a reader. Tell me the boundaries, Margaret, who is getting close to done, like, cause I want to use her as an example, her study, her participants, most of them happen to be single and without children that has a deep implication for the data she received.

Right. We can make some assumptions that their experiences are going to be slightly different than participants who were partnered and, or had children. Right. It not, you not knowing anything else about her study. Does that make sense? So when you think about your study, what is coming up like yeah. You had an intention, like you set criteria for participants, but like who were the people that you actually got for your study? Are there factors or characteristics about them that would gave you certain conclusions you that were different maybe than if you had a different set of participants? What do you think about your methodology or your methods that you chose to employ in your study? What conclusions were you able to draw as a result? Right. Because somebody doing narrative inquiry is going to get very different results than someone who's doing an ethnography, right?

It's just a different philosophy of collecting data. It's a different approach, right? Or for somebody who did photo elicitation, it's going to get different types of data than someone who just did focus groups. Right? What what the, the decisions that you made for your methodology and your methods, how did that impact the conclusions that you came up with? Are there any world events that are going on, right? We're in a whole ass pandemic y'all that impacts your study. It impacts your data. We all need to know that as the reader who is looking at your discussion section, you put that in a boundary section, how did COVID impact your, data or your study? Are there other like research site, specific events that may have happened that you had no control over, but impacted your study? Right. Was there a reorg that the, the, the research site lose money?

Did they have more people than they thought? Like, think about those things. That's what goes into that section. I don't want to see maybe more limitations into our boundary section. So it's like, it's not generalizable. It had a small number of participants. We can't use this on other people's campuses. Cause it was at this one campus. That's not true. That's not true. And that's not the whole story. So I hope that that was helpful. I'm gonna get off my soap box. Right. So first section was your discussion, your interpretation, right? The second section was implications. What is it? What is, how does your data relate to the literature? The third section was your boundaries and our limitations. And the fourth section is future research. Now that we know about those boundaries of your study, how can people use that information to further this research? Right?

So using that example from Margaret, where most of her participants were women, black women who moved to a new place, new job, but we're not partnered and did not have children. Right. Are there other types of people then we may want to look at? Right? So I did for future research may be finding black women who moved to a new place for a new job who are partner or who have children or who are taking care. They're ailing parents, right? Or that's, those are ideas for future research. Cause that's going to reveal different data, different conclusions, right? Are there different methodologies that folks should try to get at different perspectives of the data, different methods, right? What would your research look like if you were not in the middle of a whole pandemic, tell us, give us at least three to five ideas for future research. And then the last section is, what are your recommendations moving forward?

Now we have all of that. The question is, so now what, what do we do now? This is your time to shine recommendations. I'm a need three to five strong recommendations of have. Now that I know all of your data and what you did, what do I do? And this can be the most challenging part for people to answer because we're so used to being up in our heads and being theoretical. Let's bring this down to practical application. What can I do? This is also the section where people will feel like, well, duh, dumb people know they should do these things. They don't, again, you're close to your data. You have been thinking about this probably for years. At this point you have been studying it. You are an expert. What you think is common information is not. That's the whole point of why someone is reading your research.

They want to know what you have to say. So no matter how small, medium, large, the recommendation is, write that shit down. Tell us what we should be doing. Tell us how to move forward. And for those of you doing program evaluations, yeah. You might be like telling me everything that you did at your particular campus or organization, but I want to do the same thing at mine. So how do, how do I start? Tell me the starting place. Tell me the details and the reason why I'm going to push this is because for those of you who want to get into speaking and consulting, this is your bread and butter. This is where your business begins. This is where your list of services began because what's going to happen is someone's going to read this discussion. Someone's going to hear you speak at a conference or someone's going to be at your defense.

And they're going to be like, Hey, can I hire you to do, to consult here or to create the same program? And the more the work that you can do on the back end, the easier that will be. But even if you're not thinking about having your own business or speaking or what not the recommendations or in discussion chapter really is where are you going to spend the bulk of your time for your defense? Because we already talked about the literature and your set up, we want to know what you found and what we're supposed to do with it. You're going to be engaged in a conversation with your committee about what you found and your recommendations for moving forward. So to recap, because I know it's a lot, chapter four, your findings is what does the data say? You're going to give three main ideas.

And for each main idea, you're going to have three to five direct quotes from participants or the data chapter five. Your discussion is now that we know the what we want to know. Like, what does that mean? What do we do now? What does the data mean? What are those main ideas mean? And what do we do now? You start off with section one. Was this just you having a conversation about the data and your interpretations of the data. Section two, is you having a discussion with your data and the literature? How does your data relate to the literature and how did you contribute to the field? How did you move the field forward? Section three, your boundaries and/or our limitations. What do we need to know about your study? How do like, what conclusions could you draw? You could not draw based on the factors and the scope of the study.

Section four, based on that, what did, what are your, your ideas for future research? If someone wants to carry this work forward, what do they do? And then section five is what are your recommendations for practice? That's it, that's four and five. Write an outline for both of those. Give it to your advisor, your chair, friend, to get feedback and then write the chapters and no more than 50 pages each. I'm more inclined for your findings to be around 30 to 40. And your discussion will be around 20 to 30. That's just my preference, but you gotta make your own decisions. Let it be easy. Let it be simple. Turn it in, be done defend it and be doctor. And then you can spend all the time in the world, playing around with your data, writing manuscripts, presenting, talking to people. You can do all of that after your doctor.

So that is going to do it for me today. I hope you have a great week. I will talk to you next week. Bye for now. Thank you for joining in for today's office hours. If you're ready to take this work to the next level, I invite you to join as a happy, free and pay collective. We will show you how to finish your dissertation and build your consulting business, using the skills and knowledge you already possess. Come on over to Marvette lacy.com and let's get started. I'll see you on the inside of the collective bye for now.