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Expert Statistics Consulting for Doctoral Dissertations

I provide personalized statistics consulting services to help doctoral candidates succeed in their dissertations. From formulating research questions to conducting statistical analyses, I support you at every stage

Statistics

is a mathematical science pertaining to the collection, analysis, interpretation,

Statistics Consultant

roviding Dissertation, Thesis, Independent Research Projects, and SPSS assistance.

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About Me

Our Expert Statistics Consulting

Welcome! I’m Dr. Harold Whitfield, an experienced dissertation statistician dedicated to helping doctoral candidates navigate the complexities of quantitative analysis for dissertations. Since 2006, I have been providing expert statistical consulting for PhD students, helping them tackle the challenges of their dissertation data analysis with clarity and precision.

Over the years, I’ve had the privilege of being publicly acknowledged for my expertise in over 75 dissertations, a testament to the success and satisfaction of my clients. My extensive experience ensures that I can provide the highest level of support, no matter where you are in your dissertation process. Whether you need help with data interpretationhypothesis testing, or dissertation statistical writing, I’m here to guide you every step of the way.

18 Years Of Experience

I have been helping doctoral students since 2006. I have over 75 published acknowledgements from previous doctoral candidates I have helped.

Consulting Solutions

Comprehensive Statistics Consulting Services

I offer a range of services tailored to doctoral students in need of professional quantitative research analysis:

Data Cleaning and Preparation

Before analysis can begin, I can assist with data cleaning and preparation to ensure your results are valid and reliable.

Consultation and Guidance

Whether you need help understanding specific quantitative research methods or just need someone to review your work, I offer one-on-one consultations tailored to your needs.

Statistical Write-Up

Writing up your dissertation results can be overwhelming. I’ll work with you to present your statistical findings clearly and in a way that aligns with academic standards.

Dissertation Data Analysis

If you’re using SPSS, I’ll help you analyze your data accurately and efficiently. From regression analysis to statistical modeling, I ensure that your data is treated with the utmost care.

Results Writing

Helping write and format the results section with clear explanations.

Survey Design

Designing effective surveys and guiding the data collection process.

Add T-Test

Logistic Regression

Correlation

Structural Equation Modeling

Our Process

our methodology for delivering Solutions

We guide you through every stage of your dissertation journey with a clear, structured approach. From the initial consultation to the final report, our process ensures you receive expert support and customized solutions for every step of your research.

Initial Consultation

We start with a one-on-one consultation to discuss your research ideas, objectives, and specific needs for your dissertation.

Customized Plan

Based on your goals, we create a personalized plan outlining the steps, statistical methods, and analyses needed to complete your dissertation successfully.

Ongoing Support

We provide continuous support as you work through data collection, statistical analysis, and interpretation, ensuring that you stay on track.

Why Choose Me?

As a dissertation statistician with over 15 years of experience, I understand the challenges doctoral candidates face when it comes to statistical analysis and dissertation writing. Since 2006, I have helped students from various disciplines, providing statistical support for dissertations and simplifying the most complex data analysis tasks.

I’ve been publicly acknowledged for my expertise in over 75 dissertations, which reflects my commitment to quality and my ability to deliver results. My goal is to provide affordable dissertation statistical consulting without compromising the high level of service you deserve.

How I Can Help You

Many doctoral students face the challenge of mastering dissertation statistics while managing the demands of their research. Whether it’s your first time working with statistical software or you’re dealing with advanced techniques, I’m here to make the process easier and more efficient.

  • Struggling to make sense of your statistical analysis for research?
  • Need help applying the right quantitative research methods to your dissertation?
  • Having trouble presenting your dissertation data analysis results clearly and effectively?

I can guide you through these challenges and help you confidently present your findings. With my experience and expertise, I’ll ensure that your dissertation data is analyzed with rigor and your results are communicated effectively.

If you’re ready to take your dissertation to the next level with professional statistical consulting, reach out to me today. Together, we’ll make sure your dissertation is a success.

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If you need expert dissertation statistics help, don’t hesitate to contact me! I offer consultations for PhD students and can assist with all aspects of your quantitative dissertation analysis. Let’s work together to make your dissertation the best it can be!

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Client Success Stories

Hearing from others who have worked with us is the best way to understand the impact of our consulting services. Our clients, ranging from doctoral candidates to researchers, share their success stories and how we helped them navigate their dissertation journey with confidence.

“To Dr. Harold Whitfield, thank you very much for coming to my rescue with the data analysis. I could not have gotten these results completed if you were not there in my corner. Also, you also pushed me by forcing me to learn how read the results so that I can interpret the results of my data ‘Thank You’”

Ingrid P. Dangleben

“Also, I acknowledge Dr. Harold Whitfield who provided me with the video tutorial I needed to get me through the grueling process of analyzing my data. Assisted by his video tutorial, I effectively analyzed my data and wrote Chapter 4”

Brenda Davis

“Special thanks to fellow academics and professionals who offered to read the dissertation or provided critical advisement and feedback including… Dr. H. Whitfield”

Mable Hunter Aigoro

“The researcher used descriptive statistics and frequency via IBM SPSS to analyze and report the results of the quantitative data. This method of analysis was recommended by statistician Dr. Harold Whitfield and reviewed by the same upon collection for appropriateness and accuracy.”

Teresa Sanders Andrew Director

“I am fortunate and truly grateful to have you all in my life leading me as mentors! Definitely thanks to my statistician, Dr. Harold Whitfield.”

Shanetia Avinger

“Next, I would like to thank Dr. Harold Whitfield you were a friend, a sounding board. Your support throughout this journey has been invaluable”

Irving Gary Barton, Jr

“Last, but certainly not least, I would like to thank Dr. Eliot Jackson, Dr. Marcey Blaine, and Dr. Harold Whitfield for all of your support”

Veronica W. Benson-

“Last but not least, I appreciate Dr. Harold Whitfield. Without your assistance with data, I could not have completed this journey”

Deitra L. Brown-

“My sincerest appreciation for Dr. Bruce Chapman and Dr. Harold Whitfield. Thank you for the instruction, support, and methodological and analytical guidance expertise”

Richard Sven Walter Bull, Jr

“I would like to thank Dr. Harold Whitfield for his guidance during the development of the statistical analysis planning and its completion”

Monique D. Alston-Davis

“To my Statistical Advisor, Harold Whitfield, Ed. D Thank you for your knowledge and expertise”

Karen A. Brabham

“Dr. Harold Whitfield, thank you for assisting me with the statistical analysis portion of my dissertation. You are truly an expert in your field, and your professionalism and work ethic are unmatched”

Tara Broussard

“... Some of the editors and doctoral constituents and comrades that I met during this process will not be mentioned during this acknowledgment, but their efforts are appreciated. On the other hand, there are those that I would be remiss if I did not mention. Dr. Daniel Jean introduced me to the ‘PhinisheD/FinishEdD’ group where I was fortunate to have met a reliable statistician Dr. Harold Whitfield, and editor Dr. Linet Kendall who both afforded me consultation throughout a significant part of the dissertation journey”

Charles Chandler

“To Harold Whitfield: thank you for your expertise in data Analysis”

Princess Clark

“I also want to thank Dr. Harold Whitfield and Dr. Tom Gollery for their assistance”

Ian Coyle

“In closing, I would like to extend my appreciation to Linda Carter and Dr. Harold Whitfield”

Bobbi Jo Curtis

“To Dr. Harold Whitfield, thank you very much for coming to my rescue with the data analysis. I could not have gotten these results completed if you were not there in my corner. Also, you also pushed me by forcing me to learn how read the results so that I can interpret the results of my data ‘Thank You’”

Ingrid P. Dangleben

“Also, I acknowledge Dr. Harold Whitfield who provided me with the video tutorial I needed to get me through the grueling process of analyzing my data. Assisted by his video tutorial, I effectively analyzed my data and wrote Chapter 4”

Brenda Davis

“Special thanks to fellow academics and professionals who offered to read the dissertation or provided critical advisement and feedback including… Dr. H. Whitfield”

Mable Hunter Aigoro

“The researcher used descriptive statistics and frequency via IBM SPSS to analyze and report the results of the quantitative data. This method of analysis was recommended by statistician Dr. Harold Whitfield and reviewed by the same upon collection for appropriateness and accuracy.”

Teresa Sanders Andrew Director

Stay Informed, Stay Ahead

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How to Convert a Dissertation to a Peer-Reviewed Article Even When Dissertation Results Are Unfavorable

Sometimes our dissertation results are not what we expect. The results might even be non-significant. However, it is our duty to report the results accurately and honestly even if they are not what we expect as researchers. “When life hands you lemons, make lemonade.” You may have heard this quote at some point in your life and even if you haven’t, the point is that we must make the best out of a seemingly bad situation by viewing it from a different perspective. This is a good framework from which to view your unfavorable dissertation results. No one conducts research in order to obtain non-significant results, and if you obtain them, all is not lost. Don’t give up hope. I encourage you to take the next step and convert your dissertation to an article for the peer-review process. However, it may be necessary to reframe your study. Reframing your dissertation study for a peer-reviewed article may be necessary whether or not you have results that are favorable. How do I reframe a dissertation study? This is a great question and I’m glad you asked. There are at least three ways that I can think of in order to re-conceptualize  a dissertation study; establishing validity,  subpopulation analyses, and literature reviews.  Some quantitative studies fall into the classification of having correlational research designs. That is they require correlational analyses or  multiple regression, which is an advanced correlational technique. In some instances, the researcher wants to see if subscales on the same instrument are related to each other. I know this may not have been the way it was presented in the dissertation, but many correlational studies I’ve seen actually do this.  Incidentally, if the constructs are on the same survey instrument, we expect them be to be correlated. However, this can be reframed as establishing the validity of the instrument when submitting an article for publication. This can be an excellent approach even if the instrument you used has already been validated especially if you used it on a different population than the population on which it was normed. You might even consider using structural equation modeling for the revised analysis rather than traditional correlation or regression. If your sample is sufficiently large, another way to reconceptualize your study for the peer review process it to conduct subpopulation analyses. For my dissertation, as an example, I analyzed data on individuals with a variety of disability labels. My sample size was about 4,500 participants. For my article, however, I focused on only one disability group; persons with alcohol and/or drug dependence (n = 802). This was actually a recommendation by a peer reviewer. The advantage was that it increased the internal validity of the study. If you increase the internal validity of the study, you may find significant results that you were otherwise not able to observe. It’s important to note that in both of the previous examples, it will likely be necessary to do another literature review in order to support the approach taken with the quantitative analyses. This brings me to my third recommendation. If the findings from your dissertation study are not all that impressive, and if your sample size is too small for subpopulation analyses, you might consider submitting your review of literature for the peer-review process. Some journal articles only consist of literature reviews. As a researcher, it was important to me to get published beyond the dissertation. I knew that I would be asking doctoral candidates to send me money for my statistical expertise without ever meeting me face-to-face. Therefore, having peer-reviewed publications was part of my marketing strategy to show potential clients that I’m credible. For the record, as far as I know, no one has ever cited my dissertation. However, I’ve had 28 citations to date of my peer-reviewed articles. My Published Peer-Reviewed Articles: Whitfield, H.W., Venable, R. H., & Broussard, S (2010, Jan). Are client-counselor racial/ethnic matches associated with successful rehabilitation outcomes? Rehabilitation Counseling Bulletin 53(2), 96-105. Whitfield, H.W. (2009, Oct). Occupations at case closure for vocational rehabilitation applicants with criminal backgrounds. Rehabilitation Counseling Bulletin, 53(1), 56-58. Whitfield, H. W. & Lloyd, R. (2008, April). American Indians/Native Alaskans with traumatic brain injury: Examining the impairments of traumatic brain injury, disparities in service provision, and employment outcomes. Rehabilitation Counseling Bulletin, 51(3) 190-192.

The Academic Hazing of Doctoral Candidates: Six Possible Solutions
26Dec

The Academic Hazing of Doctoral Candidates: Six Possible Solutions

According to Dictonary.com, “haze” in the verb form can mean to subject freshmen, newcomer, etc. to abusive and humiliating tricks and ridicule. It has a French origin from the word “haser,” which means to annoy or to irritate. Traditionally, potential inductees to college fraternities and sororities have been subjected to hazing. Anderson (2015) for instance, writes, “Once, for hazing, had to chug a concotion [sic] of blended locusts, hearts, lungs, bananas and poo, human poo.” There is a plethora of information on academic hazing available on the Internet. A search on Google yielded 443,000 hits. For instance, academic hazing can occur when professors attempt to get tenure (Hiatt, 2008). There is another form of academic hazing that I have become aware of as a freelance statistics consultant providing help with statistics to doctoral candidates, and that is the academic hazing of doctoral candidates. Before I explain further, I think it’s necessary to put this in perspective. Usually, when a doctoral student is admitted into candidacy, they have already passed their doctoral comprehensive exams and the admission to candidacy is a formal acknowledgement and approval that the candidate can officially begin work on the dissertation. Even admission to a doctoral program is quite an accomplishment and at that level, the doctoral student is often considered an equal to faculty; at least in some aspects. Academic hazing at the doctoral level may not occur to the extremes as some of the worst case scenarios like the one previously cited, but it seems to fit the definition, at least in my opinion. There are two areas wherein I’ve observed that doctoral candidates get hazed; a) not providing timely feedback and b) requiring revisions that were not previously mentioned during the appropriate phase of the process or timeframe. Dissertation reviewers often take too long to provide feedback. To make matters worse, they take weeks to respond to simple questions that should take them less than five minutes to answer. I actually did a research project on timely feedback. Schools have deadlines for faculty in providing timely feedback, but there are no consequences to faculty when they ignore the deadlines. When deadlines are ignored, this results in increased tuition costs for the candidate because it unnecessarily delays their progression through the dissertation stage, which causes mental anguish. Another method of academic hazing at the doctoral level occurs after doctoral candidates have been given approvals, but then those approvals are later rescinded because some revisions are now required. When I was a doctoral student, I completed a dissertation proposal. Once the proposal was approved, I could collect my data. The dissertation proposal is a contract between the student and the school. This “contract” details what analyses will be done to answer the research questions. Sometimes, however, after the candidate collects the data and the data has been analyzed and Chapter 4 (results chapter) has been completed, candidates are required to make changes to the research questions and/or hypotheses. These types of issues should be resolved BEFORE the proposal is approved. In some schools, requiring a candidate to make changes to research questions after proposal approval would not be allowed. Another related scenario occurs when a candidate is required to make other revisions. Making revisions is not solely the issue of concern. Even articles submitted for the peer review process are rarely accepted on the first submission and usually require revisions before acceptance for publication. I’m referencing something more insidious. Let’s say, for example, a candidate submits a dissertation with Sections A, B, and C for review. The reviewer returns Section C for revisions. The candidate makes all the required revisions to Section C. Then the reviewer finds issues with Section A. Why weren’t the problems with Section A mentioned when Section C was returned to the candidate for revisions? I can surely understand the frustration that doctoral candidates experience when subjected to this type of maltreatment. I’ve been providing statistics assistance to doctoral candidates working on their quantitative dissertations for 10 years and during the past 10 years, I’ve learned a lot about the politics of the doctoral process. Here are six options you can pursue if you believe you are being hazed or if you are being treated unfairly by your dissertation reviewers. Some of the following suggestions are simply good practices even if you are not being hazed. 1) The first thing you can do is ask for your Dissertation Chair or mentor to advocate on your behalf. That’s one of their roles. 2) You might also consider discussing the possibility of the committee member being a co-author for a publication related to your dissertation. This discussion may change the nature of your relationship for the better. 3) Another suggestion is to make sure you request all recommended and required changes in writing. This will help hold your reviewers more accountable for their requirements. 4) When sending emails, also send carbon copies of the emails to others who have a vested interest in your success. Often, this is your doctoral committee members. 5) Another option to consider is discussing the situation with your student advisor. 6) If none of the previous suggestions are effective, as a last resort, you can request that your Dissertation Chair, mentor, or committee member be replaced. The doctoral degree is an elitist degree. If it were easy, everyone would have one. Just because candidates become part of an exclusive club does not give the gatekeepers the right to subject them to maltreatment as a condition of acceptance. Academic hazing is about power and control and has nothing to do with teaching scholars how to be competent researchers. References Anderson, C. (2015). A bunch of frat daddies shared their worst, most gruesome hazing stories with us and good God. Retrieved from http://brobible.com/college/article/worst-fraternity-hazing-stories-brobible-reader-submissions/ Hiatt, G. (2008). Bullying of academics in higher education. Retrieved from http://bulliedacademics.blogspot.com/2008/02/mean-and-nasty-academics-bullying.html

Developing Quantitative Research Questions That Produce Optimal Results in SPSS
26Dec

Developing Quantitative Research Questions That Produce Optimal Results in SPSS

I recently solicited topics on social media for me to write about, and someone suggested the above topic. She wanted to know how to develop research questions that produce optimal results in SPSS, and this is my rationale for the current article. In quantitative studies, there are two main categories of statistical tests and therefore there are two main categories of research questions formulated that require the types of tests; tests of differences or tests of similarities. Quantitative research questions can also be descriptive, but descriptive research questions are usually considered to be of insufficient rigor for a dissertation. By “tests of differences,” I am referring to mean differences between groups based on some dependent variable. Such research questions should begin with “Is there a significant difference…?” The prevalent wisdom in this area, however, is that research questions should not be formulated in a manner that can be answered with a simple “yes,” or simple “no.” Therefore, in the previous example, an alternative way of formulating the question is, “To what extent is there a difference…?” The other category of statistical tests is associated with similarities and by similarities, I am specifically referring to correlation or regression. Regression is an advanced correlational technique. These research questions should begin as follows: “Is there a relationship between…?” Following the previous format, an alternative way of asking the research question is as follows: “To what extent is there a relationship between…?” Implicitly, the researcher should pay attention to the language used to formulate the research questions. The language used implies (or at least should imply) a specific statistical approach. The word “difference” suggests testing for mean group differences and the word “relationship,” implies correlation or regression. Sometimes candidates mix the languages of the two different approaches and this is the reason that their proposals do not get approved. When the language is mixed, confusion about the appropriate statistical test is a logical consequence. Now that I’ve discussed the two main types of research questions, I shall discuss more about the nature of the questions. It goes without saying that a research question should be testable. When I was a doctoral student, I recall reading an example of a hypothesis that cannot be tested. It was, “All republicans go to heaven.” I laughed when I first heard this, but it makes the point. This cannot be tested empirically; at least not on this side of eternity (LOL). I’ve read some research questions that on the surface appear to be testable, but when I look further into the proposal, the variables mentioned in the research question are not being tested. The researcher must be able to operationalize every variable mentioned in the research question. Research questions must also be clear and concise. There may be several eyes reviewing the research questions as they are being developed, and reviewers often make recommendations about what to include, but the researcher needs to stay focused on the goal of the research question and not get off the path by scope creep or trying to satisfy all reviewers’ suggestions with one research question. It is often the case that these research questions can be broken down into two or more questions in order to include the relevant information. Research questions must be free from bias and hidden agendas. When I see research questions that violate this principle, I imagine someone being on a witness stand and being asked leading questions by an attorney. Here’s an example of such a research question: “To what extent is there a relationship between self-esteem and depression among females who should be incarcerated for their lack of parenting skills?” Reflecting on my own experiences, students may become aware of their inherent biases during their master’s degree programs, so one would not expect to see these types of research questions from doctoral students. However, they still occur. Another related approach I’ve seen is that doctoral candidates formulate research questions with a secondary statement assumed to be true, but that can (and should) also be tested. In this brief article I’ve attempted to provide a basic foundation for the doctoral candidate in developing the quantitative research question. I sincerely hope that I have not oversimplified this process. This can be quite confusing because sometimes statistical tests can be classified into either category; tests of differences or tests of similarities or association. The chi-square test of independence is one example. In this instance, it depends on the wording of the research question, and the scales of measurement of the data being tested. Producing optimal results in SPSS require more than well-developed research questions. They also require a well-developed data analysis plan, but that’s a subject for another article. In hindsight, I should have asked the requester what she meant by “optimal.”