-
The nature of the PhD qualification
Action summary
The meaning of a doctorate
Becoming a fully professional researcher
What can I expect to be taught during my PhD studies
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
-
How not to get a PhD
Action summary
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 being in a research environment
Not having a thesis
Taking a new job before finishing
-
How to do research
Action summary
Characteristics of research
Intelligence (or information) 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
-
The form of a PhD thesis
Action summary
Understanding the PhD form
Background theory
Focal theory
Data theory
Contribution
Detailed structure and choice of chapter headings
The concept of originality
-
Writing your PhD
Action summary
What to write
When to write
How to write
Getting started on writing
Writing as a process of rewriting
Different types of writers
The writing process cycle
The content and style of the thesis
Content
The style of the thesis
Alternative thesis styles
Writing conference papers and journal articles
-
The PhD process
Action summary
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'
Project management
Time management
Dealing with stress
Task management
The stages of the process
Redefining long-term and short-term goals
The importance of deadlines
Self-help and peer support groups (Buddy systems)
Internet groups
Teaching while studying for a PhD
-
How to manage your supervisors
Action summary
The supervisory team
Advantages of supervisory teams
The supervisory team's limitations (or when it does not work and what you
can do about it)
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,
especially when it has been given at the student's request
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
-
Equal opportunities for non-traditional research students
(i.e. women - with some comments for men - international, mature and
part-time students)
Introduction
Gender issues among research students
Women students
Action Summary
Difficulties concerning legitimacy of topics and methodology
Problems of communication, debate and feedback
Scarcity of academic role models
Sexual harassment and exploitation
Male students
Action summary
Men's groups
International students
Action summary
Settling in to Britain
Expressing yourself in Academic English
The culture of British doctoral education
Mature students
Action summary
Legislation against ageist discrimination
Part-time students
Action summary
Time management
Outside demands
Conclusion
-
11 Equal opportunities for minority group research
students (i.e. ethnic minority students; gay, lesbian, bisexual and
transgender students; students with chronic medical conditions; and disabled
students)
Ethnic minorities
Action summary
Racial harassment
Gay, lesbian, bisexual and trans-gender students
Action summary
Heterosexist harassment
Students with a chronic medical condition
Action summary
Epilepsy
Diabetes
Students with disabilities
Action summary
Disability legislation
Harassment of people with a disability
Conclusion
-
The examination system
Action summary
Giving notice of submission
The appointment of examiners
Submitting the thesis
What do examiners look for?
The oral examination - the 'viva'
Preparing for the viva
The results of the examination
The appeals procedures
Litigation
-
How to get a professional doctorate (ProfD)
Action summary
Introduction
Getting into the system
The nature of the ProfD qualification
The form of the ProfD
Writing your ProfD
The ProfD process
How not to get a ProfD
The ProfD cohort
How to manage your supervisors
The ProfD examination
Conclusion
-
How to supervise and examine
Action summary
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 at a distance
Supervising your research assistant
Working in a team of supervisors
Supervising non-traditional students
Supervising women students
Supervising male students
Supervising international students
Supervising mature students
Supervising part-time students
- problems of access
- organizing work
Supervising minority group students
Supervising ethnic minority students
Supervising gay, lesbian, bisexual and trans-gender students
Supervising students with chronic medical conditions
- epilepsy and its treatment
- diabetes and its treatment
- supportive supervision
- Educate yourself about illnesses
- Treat a student who is ill the same as all students
- Create a positive culture
- Be aware of specialist support organizations
- conclusion
Supervising students with a disability
Conclusion on supervising minority group students
Training for supervision
How to examine
The oral examination
Outcome of good supervision
-
Institutional responsibilities
Action summary
Introduction
University responsibilities
A university-wide graduate school for doctoral students
Support for students
Facilities for departments to support doctoral research activity
A handbook for university research degree students
English language support where necessary
Support for non-traditional students
Resources for supervisors
Teaching credit for doctoral supervision
Faculty/departmental doctoral research tutor
Providing appropriate regulations
Selection of doctoral students
Upgrading and monitoring of students' progress
Appointment of external examiners
Intellectual copyright and appropriate recognition for doctoral students'
work
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
Conclusion
