The essential handbook for doctoral students! New to this edition:
· Completely updated throughout
· New section on increasingly popular professional doctorates such as EdD, DBA, D.Eng
· New material for students and supervisors on overseas, part-time, mature students and disability legislation
· New diagnostic questionnaire for students to self monitor progress
· Takes in the impact of the new Code of Practice of the Quality Assurance Agency
Includes stories of other PhD students, problems they encountered and how they dealt with them!
Practical and clear, this book examines everything students need to know about getting a PhD through research in any subject. Also helps supervisors and examiners to better understand their role in the process.
Table of Contents:
Preface Chapter 1 - On becoming a research student
The nature of doctoral education
The psychology of being a research student
The aims of this book
Action summary
Chapter 2 - Getting into the system
Choosing the institution and field of study
The scientific research programme
Eligibility
Grants and research support
Distance supervision?
Choosing your work context
Selecting your supervisor
Starting out as a research student
Myths and realities of the system
The ‘ivory tower’
Personal relationships
Teamworking
Action summary
Chapter 3 - The nature of the PhD qualification
The meaning of a doctorate
Becoming a fully professional researcher
Differences between the mphil and the PhD
Aims of students
Aims of supervisors
Aims of examiners
Aims of universities and research councils
Mismatches and problems
Action summary
Chapter 4 - How not to get a PhD
Not wanting a PhD
Not understanding the nature of a PhD by overestimating what is required
Not understanding the nature of a PhD by underestimating what is required
Not having a supervisor who knows what a PhD requires
Losing contact with your supervisor
Not having a thesis
Taking a new job before finishing
Action summary
Chapter 5 - How to do research
Characteristics of research
Intelligence-gathering – the ‘what’ questions
Research – the ‘why’ questions
Characteristics of good research
Research is based on an open system of thought
Researchers examine data critically
Researchers generalize and specify the limits on their generalizations
Hypothetico-deductive method
Basic types of research
Exploratory research
Testing-out research
Problem-solving research
Which type of research for the PhD?
The craft of doing research
Action summary
Chapter 6 - The form of a PhD thesis
Understanding the PhD form
Background theory
Focal theory
Data theory
Contribution
Detailed structure and choice of chapter headings
The concept of originality
Writing the thesis
writing as a process of re-writing
different types of writers
getting down to it
the thesis itself
Alternative thesis styles
To publish or not to publish prior to submission?
Action summary
Chapter 7 - The PhD process
Psychological aspects
enthusiasm
isolation
increasing interest in work
transfer of dependence from the supervisor to the work
boredom
frustration
a job to be finished
euphoria
Others ‘getting in first’
Practical aspects
time management
the duration of the process
the stages of the process
Redefining long-term and short-term goals
The importance of deadlines
Self-help and peer support groups
Internet groups
Teaching whilst studying for a PhD
casual teaching
teaching assistantships
Action summary
Chapter 8 - How to manage your supervisors
The supervisory team
The supervisory team’s limitations
What supervisors expect of their doctoral students
Supervisors expect their students to be independent
Supervisors expect their students to produce written work that is not just a first draft
Supervisors expect to have regular meetings with their research students
Supervisors expect their research students to be honest when reporting on their progress
Supervisors expect their students to follow the advice that they give, when it has been given at the request of the postgraduate
Supervisors expect their students to be excited about their work, able to surprise them and fun to be with!
The need to educate your supervisors
How to reduce the communication barrier
Improving tutorials
Changing supervisors
Inappropriate personal relationships in supervision
Action summary
Chapter 9 - How to survive in a predominantly British, white, male, full-time, heterosexual academic environment
Part-time students
Overseas students
Settling in to Britain
Expressing yourself in English
The culture of British doctoral education
Ethnic minorities
Racial harassment
Women students
Difficulties concerning legitimacy of topics and methodology
Problems of communication, debate and feedback
Scarcity of academic role models
Sexual harassment and exploitation
Gay, lesbian, bisexual and trans-gender students
Heterosexist harassment
Mature students
Students with disabilities
disability legislation
Harassment of people with a disability
Action summary
Chapter 10 - the examination system
Upgrading to doctoral student status
Giving notice of submission
The appointment of examiners
Submitting the thesis
The oral examination – the ‘viva’
Preparing for the viva
The results of the examination
The appeals procedures
Litigation
Action summary
Chapter 11 - How to supervise and examine
What students expect of their supervisors
students expect to be supervised
Students expect supervisors to read their work well in advance
Students expect their supervisors to be available when needed
Students expect their supervisors to be friendly, open and supportive
Students expect their supervisors to be constructively critical
Students expect their supervisors to have a good knowledge of the research area
Students expect their supervisors to structure the tutorial so that it is relatively easy to exchange ideas
Students expect their supervisors to have sufficient interest in their research to put more information in the students’ path
Students expect supervisors to be sufficiently involved in their success to help them get a good job at the end of it all!
Establishing a role model
Teaching the craft of research
Giving effective feedback
Introducing a structured ‘weaning’ programme
Maintaining a helpful ‘psychological contract’
Encouraging students’ academic role development
Supervising non-traditional students
Part-time students
problems of access
organizing work
Overseas students
Ethnic minorities
Women students
Gay, lesbian, bisexual and trans-gender students
Mature students
Disabled students
Supervising your research assistant
Outcomes of good supervision
Training for supervision
How to examine
The oral examination
Action summary
Chapter 12 - Institutional responsibilities
University responsibilities
A university-wide research school for doctoral students
Participation in a regional hub
Support for students
Facilities for departments to support doctoral research activity
A university-wide structured induction procedure
A handbook for university research degree students
English language support where necessary
Support for non-traditional students
Resources for supervisors
the training of supervisors
teaching credit for doctoral supervision
Faculty/departmental doctoral research tutor
Providing appropriate regulations
selection of doctoral students
Monitoring of students’ progress
Upgrading from MPhil to PhD registration
Appointment of external examiners
A forum for review of the PhD
The PhD as a series of projects
Intellectual copyright and appropriate recognition for doctoral students’ work
The PhD in a practice-based discipline
Professional doctorates
Departmental responsibilities
the departmental research tutor
improving the selection of students into the department
Selection of supervisors
Guidelines on appropriate supervisory behaviour
Support groups for research students
A departmental doctoral programme
The doctoral cohort system
Action summary
Conclusion
Appendix
References
Index
