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Chapter 3: The nature of the Ph.D. 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 Ph.D.
not understanding the nature of a Ph.D. by
overestimating what is required
not understanding the nature of a Ph.D. by
underestimating what is required
not having a supervisor who knows what a Ph.D.
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
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Hypothetico-deductive method
-basic types of research
* exploratory research
* testing out research
* problem solving research
-which type of research for the Ph.D?
-the 'craft' of doing research
-action summary
Chapter 6: The form of a Ph.D. 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 while studying for a PhD
-casual teaching
- teaching assistantships
Action summary
Chapter 8: How to manage your supervisor
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 predominately 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, bi-sexual 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
- 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
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: Self diagnostic questionnaire
References
Index
Links: Open University Press/McGraw-Hill Education
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