Preface to the third edition p. xv
Becoming a postgraduate p. 1
The nature of postgraduate education p. 1
The psychology of being a postgraduate p. 4
The aims of this book p. 4
Action summary p. 5
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
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 students p. 24
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
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
Taking a new job before finishing p. 43
Action summary p. 44
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
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
Writing the thesis p. 66
Action summary p. 72
The PhD process p. 74
Psychological aspects p. 75
Enthusiasm p. 75
Isolation p. 75
Increasing interest in work p. 77
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
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
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
Improving tutorials p. 110
Changing supervisors p. 113
Joint supervision p. 116
Inappropriate personal relationships in supervision p. 118
Action summary p. 119
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
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
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
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
Teaching credit for doctoral supervision p. 198
Faculty/departmental doctoral research tutor p. 198
Providing appropriate regulations p. 199
Registration p. 199
Monitoring of students' progress p. 200
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