How to get a PhD : a handbook for students and their supervisors / Estelle M. Phillips and Derek S. Pugh.

Format:

Book

Author/Creator:

Phillips, Estelle, 1928-

Contributor:

Pugh, Derek S. (Derek Salman), 1930-2015.

Sabin W. Colton, Jr., Memorial Fund.

Language:

English

Subjects (All):

Doctor of philosophy degree--Great Britain.

Doctor of philosophy degree.

Universities and colleges--Great Britain--Graduate work.

Universities and colleges.

Great Britain.

Universities and colleges--Graduate work.

Local Subjects:

Doctor of philosophy degree--Great Britain.

Universities and colleges--Great Britain--Graduate work.

Physical Description:

xvi, 235 pages ; 23 cm

Edition:

Third edition, revised and updated.

Other Title:

How to get a Ph.D.

Place of Publication:

Buckingham [England] ; Philadelphia : Open University Press, 2000.

Summary:

This is a handbook and survival manual for Ph.D. students, providing a practical, realistic understanding of the process of doing research for a doctorate. It discusses many important issues often neglected, such as time management, and how to overcome the difficulties of communicating with supervisors; and considers the particular problems of groups such as women, part-time and overseas students. The book also provides practical insights for supervisors, and assists senior academic administrators by examining the responsibilities that universities have for providing adequate service for research students.

This 3(rd) edition has been extensively revised and updated throughout with new material added on information and communication technology, publishing, teaching and working toward a Ph.D. in practice based discipline. Additional material has also been provided for supervisors with new sections on the outcomes of good supervision and how to examine.

Contents:

1 Becoming a postgraduate 1

The nature of postgraduate education 1

The psychology of being a postgraduate 4

2 Getting into the system 6

Choosing the institution and field of study 6

Distance supervision? 8

Choosing your work context 10

Selecting your supervisor 11

Becoming a research student 13

Myths and realities of the system 14

The 'ivory tower' 14

Personal relationships 14

Teamworking 15

'Scientific method' 16

3 The nature of the PhD qualification 19

The meaning of a doctorate 19

Becoming a fully professional researcher 21

Differences between the MPhil and the PhD 23

Aims of students 24

Aims of supervisors 26

Aims of examiners 28

Aims of universities and research councils 29

Mismatches and problems 31

4 How not to get a PhD 33

Not wanting a PhD 33

Not understanding the nature of a PhD by overestimating what is required 35

Not understanding the nature of a PhD by underestimating what is required 38

Not having a supervisor who knows what a PhD requires 39

Losing contact with your supervisor 40

Not having a thesis 42

Taking a new job before finishing 43

5 How to do research 46

Characteristics of research 46

Intelligence-gathering

the 'what' questions 47

Research

the 'why' questions 47

Characteristics of good research 48

Research is based on an open system of thought 48

Researchers examine data critically 49

Researchers generalize and specify the limits on their generalizations 49

Basic types of research 50

Exploratory research 50

Testing-out research 50

Problem-solving research 51

Which type of research for the PhD? 51

The craft of doing research 53

Self-help and peer support groups 54

Electronic peer groups 56

6 The form of a PhD thesis 58

Understanding the PhD form 58

Background theory 59

Focal theory 60

Data theory 61

The concept of originality 63

Detailed structure and choice of chapter headings 65

Writing the thesis 66

7 The PhD process 74

Psychological aspects 75

Enthusiasm 75

Isolation 75

Increasing interest in work 77

Transfer of dependence from the supervisor to the work 77

Boredom 79

Frustration 80

A job to be finished 81

Euphoria 83

Others 'getting in first' 83

Practical aspects 85

Time management 85

The duration of the process 87

The stages of the process 89

Redefining long-term and short-term goals 91

The importance of deadlines 93

To publish or not to publish prior to submission? 95

Teaching whilst studying for a PhD 97

Casual teaching 97

Teaching assistantships 98

8 How to manage your supervisor 100

What supervisors expect of their doctoral students 100

Supervisors expect their students to be independent 100

Supervisors expect their students to produce written work that is not just a first draft 102

Supervisors expect to have regular meetings with their research students 103

Supervisors expect their research students to be honest when reporting on their progress 104

Supervisors expect their students to follow the advice that they give, when it has been given at the request of the postgraduate 105

Supervisors expect their students to be excited about their work, able to surprise them and fun to be with! 105

The need to educate your supervisor 107

How to reduce the communication barrier 109

Improving tutorials 110

Changing supervisors 113

Joint supervision 116

Inappropriate personal relationships in supervision 118

9 How to survive in a predominantly British, white, male, full-time academic environment 121

Part-time students 121

Overseas students 123

Ethnic minorities 129

Racial harassment 131

Women students 132

Difficulties concerning legitimacy of topics and methodology 133

Problems of communication, debate and feedback 134

Scarcity of academic role models 135

Sexual harassment and exploitation 137

Gay and lesbian students 140

Heterosexist harassment 140

Mature students 141

Students with disabilities 143

Harassment of people with a disability 143

10 The formal procedures 147

Registration 147

Grants and research support 149

Upgrading to doctoral student status 150

The examination system 150

Giving notice of submission 150

The appointment of examiners 151

Submitting the thesis 151

The oral examination

the 'viva' 152

Preparing for the viva 153

The results of the examination 155

The appeals procedures 158

Litigation 159

11 How to supervise and examine 161

What students expect of their supervisors 161

Students expect to be supervised 162

Students expect supervisors to read their work well in advance 164

Students expect their supervisors to be available when needed 165

Students expect their supervisors to be friendly, open and supportive 166

Students expect their supervisors to be constructively critical 167

Students expect their supervisors to have a good knowledge of the research area 168

Students expect their supervisors to structure the tutorial so that it is relatively easy to exchange ideas 169

Students expect their supervisors to have sufficient interest in their research to put more information in the students' path 171

Students expect supervisors to be sufficently involved in their success to help them get a good job at the end of it all! 171

Establishing a role model 172

Teaching the craft of research 173

Giving effective feedback 173

Introducing a structured 'weaning' programme 179

Maintaining a helpful 'psychological contract' 182

Encouraging students' academic role development 184

Supervising your research assistant 185

Outcomes of good supervision 186

How to examine 186

The oral examination 189

12 Institutional responsibilities 192

University responsibilities 193

Providing support to students 193

A structured induction procedure 193

Facilities for departments to support doctoral research activity 195

A handbook for university research degree students 195

Language support where necessary 196

Providing resources for supervisors 197

The training of supervisors 197

Teaching credit for doctoral supervision 198

Faculty/departmental doctoral research tutor 198

Providing appropriate regulations 199

Registration 199

Monitoring of students' progress 200

Upgrading from MPhil to PhD registration 200

Appointment of external examiners 201

Providing a forum for review of the PhD 201

The PhD as a series of projects 202

Intellectual copyright and appropriate recognition for doctoral students' work 202

The PhD in a practice-based discipline 205

Departmental responsibilities 206

Establishing a departmental research tutor 206

Improving the selection of students into the department 209

Selection of supervisors 210

Developing guidelines on appropriate supervisory behaviour 211

Support groups for research students 212

Considering and, if appropriate, establishing a doctoral programme 213

The American doctoral programme 214

The scientific research programme 215

The doctoral cohort system 217.

Notes:

Includes bibliographical references (pages [220]-222) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the Sabin W. Colton, Jr., Memorial Fund.

ISBN:

0335205518

033520550X

OCLC:

41431619