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

Main Author Phillips, Estelle, 1928- Coauthor Pugh, D. S. Country Reino Unido. Edition 2nd ed Publication Buckingham : Open University Press, imp. 1996 Description XIV, 203 p. ; 22 cm ISBN 0-335-19214-9 CDU 378.245
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca da UMinho no Campus de Azurém
BPG 378.245 - P Available 189321
Monografia Biblioteca da UMinho no Campus de Azurém
BPG 378.245 - P Available 189322
Total holds: 0

Table of contents provided by Syndetics

  • Preface to the third edition (p. xv)
  • 1 Becoming a postgraduate (p. 1)
  • Action summary (p. 5)
  • The nature of postgraduate education (p. 1)
  • The psychology of being a postgraduate (p. 4)
  • The aims of this book (p. 4)
  • 2 Getting into the system (p. 6)
  • Choosing the institution and field of study (p. 6)
  • Distance supervision? (p. 8)
  • Choosing your work context (p. 10)
  • Selecting your supervisor (p. 11)
  • Becoming a research student (p. 13)
  • Myths and realities of the system (p. 14)
  • The 'ivory tower' (p. 14)
  • Personal relationships (p. 14)
  • Teamworking (p. 15)
  • 'Scientific method' (p. 16)
  • Action summary (p. 18)
  • 3 The nature of the PhD qualification (p. 19)
  • The meaning of a doctorate (p. 19)
  • Becoming a fully professional researcher (p. 21)
  • Differences between the MPhil and the PhD (p. 23)
  • Aims of supervisors (p. 26)
  • Aims of examiners (p. 28)
  • Aims of universities and research councils (p. 29)
  • Mismatches and problems (p. 31)
  • Action summary (p. 32)
  • 4 How not to get a PhD (p. 33)
  • Not wanting a PhD (p. 33)
  • Not understanding the nature of a PhD by overestimating what is required (p. 35)
  • Not understanding the nature of a PhD by underestimating what is required (p. 38)
  • Not having a supervisor who knows what a PhD requires (p. 39)
  • Losing contact with your supervisor (p. 40)
  • Not having a thesis (p. 42)
  • Aims of students (p. 24)
  • Taking a new job before finishing (p. 43)
  • Action summary (p. 44)
  • 5 How to do research (p. 46)
  • Characteristics of research (p. 46)
  • Intelligence-gathering--the 'what' questions (p. 47)
  • Research--the 'why' questions (p. 47)
  • Characteristics of good research (p. 48)
  • Research is based on an open system of thought (p. 48)
  • Researchers examine data critically (p. 49)
  • Researchers generalize and specify the limits on their generalizations (p. 49)
  • Basic types of research (p. 50)
  • Exploratory research (p. 50)
  • Testing-out research (p. 50)
  • Problem-solving research (p. 51)
  • Which type of research for the PhD? (p. 51)
  • The craft of doing research (p. 53)
  • Self-help and peer support groups (p. 54)
  • Electronic peer groups (p. 56)
  • Action summary (p. 57)
  • 6 The form of a PhD thesis (p. 58)
  • Understanding the PhD form (p. 58)
  • Background theory (p. 59)
  • Focal theory (p. 60)
  • Data theory (p. 61)
  • Contribution (p. 61)
  • The concept of originality (p. 63)
  • Detailed structure and choice of chapter headings (p. 65)
  • Psychological aspects (p. 75)
  • Writing the thesis (p. 66)
  • Action summary (p. 72)
  • 7 The PhD process (p. 74)
  • Enthusiasm (p. 75)
  • Increasing interest in work (p. 77)
  • Isolation (p. 75)
  • Transfer of dependence from the supervisor to the work (p. 77)
  • Boredom (p. 79)
  • Frustration (p. 80)
  • A job to be finished (p. 81)
  • Euphoria (p. 83)
  • Others 'getting in first' (p. 83)
  • Practical aspects (p. 85)
  • Time management (p. 85)
  • The duration of the process (p. 87)
  • The stages of the process (p. 89)
  • Redefining long-term and short-term goals (p. 91)
  • The importance of deadlines (p. 93)
  • To publish or not to publish prior to submission? (p. 95)
  • Teaching whilst studying for a PhD (p. 97)
  • Casual teaching (p. 97)
  • Teaching assistantships (p. 98)
  • Action summary (p. 98)
  • 8 How to manage your supervisor (p. 100)
  • What supervisors expect of their doctoral students (p. 100)
  • Supervisors expect their students to be independent (p. 100)
  • Supervisors expect their students to produce written work that is not just a first draft (p. 102)
  • Supervisors expect to have regular meetings with their research students (p. 103)
  • Supervisors expect their research students to be honest when reporting on their progress (p. 104)
  • Supervisors expect their students to follow the advice that they give, when it has been given at the request of the postgraduate (p. 105)
  • Improving tutorials (p. 110)
  • Supervisors expect their students to be excited about their work, able to surprise them and fun to be with! (p. 105)
  • The need to educate your supervisor (p. 107)
  • How to reduce the communication barrier (p. 109)
  • Changing supervisors (p. 113)
  • Joint supervision (p. 116)
  • Inappropriate personal relationships in supervision (p. 118)
  • Action summary (p. 119)
  • 9 How to survive in a predominantly British, white, male, full-time academic environment (p. 121)
  • Part-time students (p. 121)
  • Overseas students (p. 123)
  • Ethnic minorities (p. 129)
  • Racial harassment (p. 131)
  • Women students (p. 132)
  • Difficulties concerning legitimacy of topics and methodology (p. 133)
  • Problems of communication, debate and feedback (p. 134)
  • Scarcity of academic role models (p. 135)
  • Sexual harassment and exploitation (p. 137)
  • Gay and lesbian students (p. 140)
  • Heterosexist harassment (p. 140)
  • Mature students (p. 141)
  • Students with disabilities (p. 143)
  • Harassment of people with a disability (p. 143)
  • Action summary (p. 144)
  • 10 The formal procedures (p. 147)
  • Registration (p. 147)
  • Grants and research support (p. 149)
  • Upgrading to doctoral student status (p. 150)
  • The examination system (p. 150)
  • Giving notice of submission (p. 150)
  • The appointment of examiners (p. 151)
  • Submitting the thesis (p. 151)
  • The oral examination--the 'viva' (p. 152)
  • Preparing for the viva (p. 153)
  • The results of the examination (p. 155)
  • The appeals procedures (p. 158)
  • Litigation (p. 159)
  • Action summary (p. 160)
  • 11 How to supervise and examine (p. 161)
  • What students expect of their supervisors (p. 161)
  • Students expect to be supervised (p. 162)
  • Students expect supervisors to read their work well in advance (p. 164)
  • Students expect their supervisors to be available when needed (p. 165)
  • Students expect their supervisors to be friendly, open and supportive (p. 166)
  • Students expect their supervisors to be constructively critical (p. 167)
  • Students expect their supervisors to have a good knowledge of the research area (p. 168)
  • Students expect their supervisors to structure the tutorial so that it is relatively easy to exchange ideas (p. 169)
  • Students expect their supervisors to have sufficient interest in their research to put more information in the students' path (p. 171)
  • Students expect supervisors to be sufficently involved in their success to help them get a good job at the end of it all! (p. 171)
  • Establishing a role model (p. 172)
  • Teaching the craft of research (p. 173)
  • Giving effective feedback (p. 173)
  • Introducing a structured 'weaning' programme (p. 179)
  • Maintaining a helpful 'psychological contract' (p. 182)
  • Encouraging students' academic role development (p. 184)
  • Supervising your research assistant (p. 185)
  • Outcomes of good supervision (p. 186)
  • How to examine (p. 186)
  • The oral examination (p. 189)
  • Action summary (p. 191)
  • 12 Institutional responsibilities (p. 192)
  • University responsibilities (p. 193)
  • Providing support to students (p. 193)
  • A structured induction procedure (p. 193)
  • Facilities for departments to support doctoral research activity (p. 195)
  • A handbook for university research degree students (p. 195)
  • Language support where necessary (p. 196)
  • Providing resources for supervisors (p. 197)
  • The training of supervisors (p. 197)
  • Monitoring of students' progress (p. 200)
  • Teaching credit for doctoral supervision (p. 198)
  • Faculty/departmental doctoral research tutor (p. 198)
  • Providing appropriate regulations (p. 199)
  • Registration (p. 199)
  • Upgrading from MPhil to PhD registration (p. 200)
  • Appointment of external examiners (p. 201)
  • Providing a forum for review of the PhD (p. 201)
  • The PhD as a series of projects (p. 202)
  • Intellectual copyright and appropriate recognition for doctoral students' work (p. 202)
  • The PhD in a practice-based discipline (p. 205)
  • Departmental responsibilities (p. 206)
  • Establishing a departmental research tutor (p. 206)
  • Improving the selection of students into the department (p. 209)
  • Selection of supervisors (p. 210)
  • Developing guidelines on appropriate supervisory behaviour (p. 211)
  • Support groups for research students (p. 212)
  • Considering and, if appropriate, establishing a doctoral programme (p. 213)
  • The American doctoral programme (p. 214)
  • The scientific research programme (p. 215)
  • The doctoral cohort system (p. 217)
  • Conclusion (p. 218)
  • Action summary (p. 218)
  • References (p. 220)
  • Index (p. 223)

Author notes provided by Syndetics

Dr Estelle M. Phillips is an independent educational consultant
Professor Derek S. Pugh is Emeritus Professor of International Management of the Open University Business School

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