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How to get a
PhD
Estelle M. Phillips and Derek S. Pugh
A handbook for students and their supervisors
FOURTH EDITION
P h i l l i p s a n d P u g h
H ow t o g e t aP h D
Worldwide Bestseller
HOW TO GET APhDAhandbook for students and their supervisors
Reviews of the third edition:This remains the best general…introduction to working on the PhD.It is well worth consulting by anyone considering the PhD as a routeto take, either part-time combined with employment, or full time asa route into academia.Social Research AssociationThis is an excellent book. Its style is racy and clear…an impressivearray of information, useful advice and comment gleaned from theauthors’systematic study and experience over many years…shouldbe required reading not only for those contemplating doctoral studybut also for supervisors, new and experienced.
Higher Education
Since the first edition of this innovative book appeared in 1987 it hasbecome a worldwide bestseller. Through it many thousands of studentsin all faculties and disciplines have been helped to gain their PhDs.Practical and clear, this book examines everything students need toknow about getting a PhD through research in any subject. It also helpssupervisors and examiners to better understand their role in the process.New to this edition:• Completely updated throughout• New section on increasingly popular professional doctorates such asEdD, DBAand D.Eng• New material for overseas, part-time and mature students, and theirsupervisors• New diagnostic questionnaire for students to self-monitor progress• Takes in the impact of the new Code of Practice of the QualityAssurance AgencyIncludes stories of other PhD students, problems they encountered andhow they dealt with them!
How to get a PhD
is the essential handbook for doctoral students!
Dr Estelle M. Phillips
is an independent educational consultant.She specializes in giving advice on appropriate provision for researchstudents, and in conducting training for doctoral students andsupervisors.
Professor Derek S. Pugh
is Emeritus Professor of InternationalManagement of the Open University Business School. He hasconsiderable experience in the design of doctoral programmes andthe successful supervision of PhD students.
Cover illustration: Chris MaddenCover design: Kate Prentice
9 780335 216857
ISBN 0-335-21685-4
I I
HOW TO GET A PhD
Fourth edition
I I
Sections
« prev | next »- ON BECOMING A RESEARCH STUDENT
- IThe nature of doctoral education
- IThe psychology of being a research student
- IThe aims of this book
- GETTING INTO THE SYSTEM
- IChoosing the institution and field of study
- IThe scientific research programme
- IEligibility
- IGrants and research support
- IDistance supervision?
- IChoosing your work context
- ISelecting your supervisor
- IStarting out as a research student
- IMyths and realities of the system
- The ‘ivory tower’
- Personal relationships
- Teamworking
- IThe meaning of a doctorate
- IBecoming a fully professional researcher
- IDifferences between the MPhil and the PhD
- IAims of students
- IAims of supervisors
- IAims of examiners
- IAims of universities and research councils
- IMismatches and problems
- HOW NOT TO GET A PhD
- INot wanting a PhD
- INot having a supervisor who knows what a PhD requires
- ILosing contact with your supervisor
- INot having a thesis
- ITaking a new job before finishing
- HOW TO DO RESEARCH
- ICharacteristics of research
- IIntelligence-gathering – the ‘what’ questions
- IResearch – the ‘why’ questions
- ICharacteristics of good research
- Research is based on an open system of thought
- Researchers examine data critically
- IHypothetico–deductive method
- IBasic types of research
- Exploratory research
- Testing-out research
- Problem-solving research
- IWhich type of research for the PhD?
- IThe craft of doing research
- THE FORM OF A PhD THESIS
- IUnderstanding the PhD form
- IBackground theory
- IFocal theory
- IData theory
- IContribution
- IDetailed structure and choice of chapter headings
- IThe concept of originality
- IWriting the thesis
- Writing as a process of rewriting
- Different types of writers
- Getting down to it
- The thesis itself
- IAlternative thesis styles
- ITo publish or not to publish prior to submission?
- THE PhD PROCESS
- IPsychological aspects
- Enthusiasm
- Isolation
- Increasing interest in work
- Transfer of dependence from the supervisor to the work
- Boredom
- Frustration
- A job to be finished
- Euphoria
- IOthers ‘getting in first’
- IPractical aspects
- Time management
- The duration of the process
- The stages of the process
- IRedefining long-term and short-term goals
- IThe importance of deadlines
- ISelf-help and peer support groups
- IInternet groups
- ITeaching while studying for a PhD
- Casual teaching
- Teaching assistantships
- HOW TO MANAGE YOUR SUPERVISORS
- IThe supervisory team
- IThe supervisory team’s limitations
- IWhat supervisors expect of their doctoral students
- Supervisors expect their students to be independent
- IThe need to educate your supervisors
- IHow to reduce the communication barrier
- Improving tutorials
- Changing supervisors
- IInappropriate personal relationships in supervision
- IPart-time students
- IOverseas students
- Settling in to Britain
- Expressing yourself in English
- The culture of British doctoral education
- IEthnic minorities
- Racial harassment
- IWomen students
- Difficulties concerning legitimacy of topics and methodology
- Problems of communication, debate and feedback
- Scarcity of academic role models
- Sexual harassment and exploitation
- IGay, lesbian, bisexual and trans-gender students
- Heterosexist harassment
- IMature students
- IStudents with disabilities
- Disability Legislation
- Harassment of people with a disability
- IAction summary
- THE EXAMINATION SYSTEM
- IUpgrading to doctoral student status
- IGiving notice of submission
- IThe appointment of examiners
- ISubmitting the thesis
- IThe oral examination – the ‘viva’
- IPreparing for the viva
- IThe results of the examination
- IThe appeals procedures
- ILitigation
- HOW TO SUPERVISE AND EXAMINE
- IWhat 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 constructively critical
- IEstablishing a role model
- ITeaching the craft of research
- Giving effective feedback
- Introducing a structured ‘weaning’ programme
- IMaintaining a helpful ‘psychological contract’
- IEncouraging students’ academic role development
- ISupervising 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
- ISupervising your research assistant
- IOutcomes of good supervision
- ITraining for supervision
- IHow to examine
- The oral examination
- INSTITUTIONAL RESPONSIBILITIES
- IUniversity responsibilities
- A university-wide graduate school for doctoral students
- IParticipation in a regional hub
- ISupport 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
- IResources for supervisors
- The training of supervisors
- Teaching credit for doctoral supervision
- IFaculty/departmental doctoral research tutor
- IProviding appropriate regulations
- Selection of doctoral students
- IMonitoring of students’ progress
- IUpgrading from MPhil to PhD registration
- IAppointment of external examiners
- IA forum for review of the PhD
- The PhD as a series of projects
- The PhD in a practice-based discipline
- Professional doctorates
- IDepartmental responsibilities
- The departmental research tutor
- Improving the selection of students into the department
- Selection of supervisors
- IGuidelines on appropriate supervisory behaviour
- ISupport groups for research students
- IA departmental doctoral programme
- IThe doctoral cohort system
- IConclusion
- APPENDIX
- REFERENCES
- INDEX
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