how_to_get_a_phd_0335216846

Sections

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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