Doctoral Supervision Session 3 Some top tips Top

Doctoral Supervision Session 3 Some top tips…

Top tip one

• If anything is implied it will not be counted – therefore you have to qualify every statement – effectively with “what, how and why (and/or benefit)”

Top tip two

Anonymity and Confidentiality • Confidentiality and anonymity are related but distinct concepts. The Concise Oxford Dictionary defines confidentiality as: ‘spoken or written in confidence; charged with secrets’ while anonymity is defined as: ‘of unknown name, of unknown authorship’. • confidentiality (as it is commonly understood) makes little sense. • Confidential research cannot be conducted; researchers have a duty to report on the findings of their research and they cannot do so if the data they collect is confidential (i. e. cannot be revealed). • van den Hoonard notes (2002: 8), ‘promises of confidentiality are easier to make than to keep’.

• Maintaining confidentiality of data/records: ensuring the separation of data from identifiable individuals and storing the code linking data to individuals securely • Ensuring those who have access to the data maintain confidentiality (e. g. , the research team, the person who transcribes the data) i. e. i) Not discussing the issues arising from an individual interview with others in ways that might identify an individual ii) Not disclosing what an individual has said in an interview • Anonymizing individuals and/or places in the dissemination of the study to protect their identity

Some hard ones to deal with………. • Breaking confidentiality: deliberate disclosure • Breaking confidentiality: accidental disclosure • Off the record • Own research ethics • Own value • Legislative Domain

Top tip three

KISS & Solving The World……… • understand how our evidence often reveals a particular perspective upon, or ‘slice’ through, a problem.

Top tip four

What is an abstract? • Abstracts begin with what is known, what isn't known and what needs to be research, followed by a justification of the work researched • Theme sentence to grab readers' attention, main aim, importance of study, methodology, main findings, statement of conclusions, implications • Short summary 12

• The seven elements • Element 1 Brief theme sentence; • Element 2 Main purpose or aim of study • Element 3 Academic or practical importance of study • Element 4: Methodology of the study • Element 5: Main findings of the study • Element 6: Conclusions or contribution to literature • Element 7: Implications of study • (reference: Kotze web. up. ac. za ) 13

Why is an abstract important? • With a friend write down three reason

Why is an abstract important? • Window display or advert for your own work • Kamler & Thomson (2006) call abstracts 'tiny texts' - need to learn to write persuasively about research small amount of words but large in what they can accomplish • Often only your abstract will be read by other researchers • Authors scan them • Highlights issues of authority and voice - 'compress rhetorical act of arguing into a small textual space using a small number of words' (Kamler & Thomson, 2006: 85) • Needs to be compelling bid for inclusion in scholarly events can be seen as a legitimate knower (Kamler & Thomson, 2006: 85) • So what? Question - given that there is so much out there why would people be interested in reading your text and not someone elses? (Kamler& Thomson, 2006: 90) 15

Advise a student how to write an abstract On your own what are the key points

How to write an abstract • What is the research problem being addressed? • How do I locate the significance of my own work? • What conversation am I in? Where am I standing in relation to this research problem? • What do I offer as an alternative to existing research? • What is my argument? (Kamler & Thomson, 2006: 88) 17

Top tip five

How many interviews………… • With a colleague list the questions you would ask a student when they ask you this questions

How many interviews…. . • These include epistemological and methodological questions about – the nature and purpose of the research: whether the focus of the objectives and of analysis is on – commonality or difference or uniqueness or complexity or comparison or instances, Practical issues to take – into account include the level of degree, the time available, institutional committee requirements – and both • philosophically and pragmatically, the judgment of the epistemic community in which a student or researcher • wishes to be or is located, is another key consideration.

Top tip six

Fight or run Ø Do not defend the indefensible Ø Accept the following – fight to the death Ø Sample Ø Contribution Ø Philosophy Ø Less is more. A modest but accurate and well substantiated claim is enough. Very strong claims to have solved everything are not necessary, will not be believed and are almost certainly untrue.

Reality Check…………. . • Examining fitted into a busy schedule • Short period of intensive reading (say 2 -3 days), plus a lifetime’s experience • Personal interest in the topic • Onerous travelling in many cases • Small fee, high responsibility • Make thesis as interesting and as clear as possible for someone in a hurry

Top tip seven

Disciplined writing - avoid Ø Everyone knows that … Ø There is no doubt that … Ø I have proved that … Ø X is well-known to be the best method of … Ø It is clear that … Ø No-one can dispute that …

Better to say this than add insult to injury…. • Just say what you have done and examine the evidence for its being a small improvement on previous work.

Look at the following • Aim : – to investigate…. (purpose)…. why team briefing…. . (subject area - phenomenon) …. . is effective … (evident result)…. in. . (context). . • Objectives : • these are measurable stepping stones to achieving the aim.

Top tip eight

How do you make sure your thesis is any good ahead of the viva? • Get lots of peer and other professional feedback. – Present at conferences – Attend conferences to informally discuss your work with others – Become an active member of your local academic community (research groups, conference organisation etc. ). – Send material for publication. • And send it off again after you’ve addressed the comments from the first draft/rejection letters! – Ask at least one other qualified person (who’s not your supervisor) to read the draft before you submit (preferably someone who has experience in examining theses). – Get clear feedback

At the mid stage review…………… • Summarise your key findings (Can you identify and prioritise what is important in your own work? ) • What is original about your work? • What are the contributions to knowledge of your thesis (why is it important? ) • What is the strongest/weakest part of your work? • Why did you approach the area in this way? • If you could start again now, what would you do differently? (This can be a way of showing self-criticism. ) • How could you improve your work? • What could you publish? (Indicates your views of what is good about your work. ) • What have you learned from the process of the Ph. D?

Top tip nine

Reflexivity ‘Reflexivity involves reflecting on the way in which research is carried out and understanding how the process of doing research shapes its outcomes. ’ (Hardy et al, 2001) ‘the interpretation of interpretation’ (Alvesson & Skoldberg, 2000) ‘the ethnographer of the text’ (Woolgar, 1988)

Critique of reflexivity • Self-indulgence (Seale, 1999, Finlay, 2002) • Difficulties of reflection (Seale, 1999) • Paralysis (Weick, 1999)

Reflexivity: A working framework Domain 1: Being reflexive about method Domain 2: Being reflexive about epistemology Domain 3: Being reflexive about discipline

top tip ten

Preparing for thesis defence………………. • What are the contributions to knowledge of your thesis (why is it important? ) • What were the motivations for your research? Why is was it worth addressing? – Who else is working on this problem? – How has it been tackled before? • Why did you approach the area in this way? – How else have others done it? – Why do you think your way is better? • If you could start again now, what would you do differently? (Show you know of any studies in which the problem has been tackled since you planned and executed your work). • What do your results mean? (Show in the context of other studies. ) • What are the big questions in your field at the moment? • What do you think the next big developments will be?

What if you get a question which uncovers a flaw in your work? • Don’t panic • Remember you are engaging in a debate with equals. – Don’t be aggressive (or defensive) – Rather, seek to find out your examiners views on how the problem might be remedied. • Can it be addressed in future work which develops on what you’ve done in your thesis? – …or in a resubmission • Better than not showing awareness and not being given the chance to resubmit. • If it’s something you are already aware of, prepare your discussion of why it doesn’t undermine your whole thesis. – Showing you are aware of this will show you have good critical skills.

What about your top tips… • Did we miss anything? • What do you think the most important tip is?

That Ends this Session

Until Tomorrow

Doctoral Supervisor Workshop Prof D Edgar and Prof K Grant June 2018

Introductions David d. a. edgar@gcu. ac. uk Kevin K. Grant@dundee. ac. uk

Ice-Breaker • Three quick puzzles to get your brain working.

Test 1. Thinking Speed – think slow A Challenge: The combined pages of each volume is 5 cm thick. Cover 0. 5 cm thick. A bookworm starts eating at page 1 of Volume I and ate through to the last page of Volume IV. What is the distance the bookworm covered? (2 x 5)+(6 x 0. 5) = 13 cm

Test 2. Thinking Fast! A bat and ball cost $1. 10 The bat costs one dollar more than the ball. How much does the ball cost? 5 cents

Test 3. Thinking in Difference Context What happens if I drop the log of wood?

Session 3 – Supervising the practical aspects of Doctoral Students • • Identifying the good candidate for Ph. D Sources of funding Registration and induction of Ph. D students The supervisory process and styles Preparing for the viva voce Dealing with the results of a Ph. D examination Life after the Ph. D and preparing for an academic career.

Doctoral Work is a complex area

There is much to consider

Keep it simple • What is a good Ph. D Candidate – What do you look for? • Why do they do a Ph. D? – What do you think?

Identifying the good candidate for Ph. D Knowledge • Deep disciplinary knowledge • Final year exam results • Prior learning, interview, references and interviews with • referees • Awareness of epistemological issues to inform research and facilitate disciplinary work and lateral thinking • Intelligence Test e. g. UMAT Aptitude • Persistence, drive • Creative Intelligence • Imagination • Critical and analytical writing and reading • Capacity to learn to be independent • Self motivated • Capacity to work hard Skills • Ability to solve extended problems • Significant role and experience in completing major research projects • Communication • Academic writing at a high level • Critical and analytical writing and reading • Ability to organise ideas and present an argument • Team making • Capacity to analyse, synthesise, contextualise and solve problems • Ability to inter-relate and work with experienced researchers • Organisational capacity, time management, project management, ability to complete extended project • Ability to learn from mistakes • Ability to produce and communicate knowledge

Above all

Understand why they do a Ph. D

Motivations 38. 1% My interest in the subject Improving my career prospects for an academic/research career 28. 6% 12. 9% It felt like a natural step for me Improving my career prospects outside of an academic/research career I was encouraged by a former academic tutor/supervisor 8. 4% 4. 3% The funding was available 3. 2% Other 2. 3% I felt inspired to work with a particular academic 1. 9%

Career plans Academic career in higher education (either research and teaching, or teaching only) 44. 9% 15. 9% Research career outside higher education 12. 5% Research career in higher education 10. 3% Any other professional career Other 7. 5% Returning to or remaining with employer who is sponsoring your degree 4. 0% Self-employment (including setting up own business) 3. 6% Teaching (at a level below higher education) 1. 2%

Career plans by subject Academic career in higher education (either research and teaching, or teaching only) Research career outside higher education Research career in higher education Any other professional career Arts and Humanities 57 Social Sciences 36. 4% 38. 2% 61. 1% 56. 8% 5. 4% 9. 8% 21. 7% 15. 3% 6. 7% 8. 6% 15. 4% 14. 9% 6. 8% 7. 6% 12. 2% 12. 1% STEM Health and Social Care

Sources of funding • Where do they get funding from? – Where do your students get funding from? – What do they get funded?

Research Funding • Often three levels: – Institution (tier 1) – linked to mission and favourites. – Competitive applications (tier 2) – Research councils, programmes and projects – on merit. – Service provision/contract research (tier 3) – Contracted research or service provision to industry based on tenders.

Doctoral Funding • Research council funding • Institution funding • Charitable or private funding • Collaborative funding arrangements • Employer • Self-funding • University scholarships

Some other sources to consider Government funding is declining Rise in competitive external funding Diversify funding base Income generation via consultancy, services, commercialisation, IP • Investment strategies • •

I use this…. http: //www. jobs. ac. uk/careersadvice/studentships/1534/phd-funding-achecklist-of-possible-funding-sources

The supervisory process • Lets look at supervisor styles. … or lack of them in some cases.

Supervisor Styles • How do you/would you supervise? • Jot down what you see as your style • Discuss in a group • Agree on the best style

Supervisor Styles

There are various Models of Supervision • • Administrative supervision Reflective supervision Problem solving supervision Relational supervision • Lets look at these and others.

We therefore need to align… • Our thinking • Our ways of working

We adopt different roles… Key: 1 Initiation 2 Research design 3 Research proposal 4 Fieldwork 5 Data analysis 6 Write up 7 Final fieldwork 8 Editing 9 Acceptance 10 Defence 11 Follow-up 12 Separation

Supervision depends on time, context and type of project Reflect – How can you improve your supervisory support?

Preparing for the viva voce • Lets focus on preparing for the exam. • A personal view but underpinned by experience and theory.

The big day….

So…how can you prepare the student? • Understand what a viva voce is. • Understand what its purpose is. • Then: 1. 2. 3. 4. 5. 6. Submit thesis Take a helicopter view Organise for detail The final furlong On the big day itself The Aftermath • What we as supervisor(s) should be doing.

What is a viva voce? “with the living voice”

What is the purpose of a Viva? • • students own work Understanding Awareness of place Developmental

1. Submit thesis • Get a date soon. • Confirm thesis defence • Work up articles or conference papers

2. Take a helicopter view

3. Organise for Detail

4. The Final Furlong

The Public Defence

5. On the Big Day • What happens? • Questions– – – General Context Methods Results Discussion Implications • What can you do to help the student?

You’ve done your best

6. The Aftermath OR

There are no short cuts

A Good Ph. D result is not due to Good Luck!!

Think about how to help your new Dr.

Coffee Break No such thing as a free coffee. We have a small task for you to do …

What do you want to know?

Some final considerations • As a final point. • The UK is very well developed in the area of Ph. D and Researcher support. • We have a concept called the Research Vitae. • All about researcher career development.

A Tip for the Future Reflect and refine the Research Vitae RDF

Then Populate/Personalise

A Key Tool

That is it!

Open Questions • Any questions at all Kevin • I will do my best David K. Grant@dundee. ac. uk d. a. edgar@gcu. ac. uk

Useful Sources of help and information Books Becker, H (1986) Writing for social scientists; second edition. Chicago: University of Chicago Press Bentley, P (2006) The Ph. D Application Handbook. Maidenhead: Open University Press Blaxhill, L The Alternative Guide to Postgraduate Funding Blaxter, L, Hughes, C and Tight, M (2007) How to Research; third edition. Buckingham: Open University Press Brown, S, Mc. Dowell, L and Race, P (1995) 500 Tips for Research Students, London and Philadelphia: Kogan Page Cryer, P (2006) The Research Student’s Guide to Success; third edition. Maidenhead: Open University Press Delamont, S and Atkinson P (2004) Successful Research Careers: A Practical Guide. Maidenhead: Open University Press

Useful Sources of help and information Books Dunleavy, P (2003) Authoring a Ph. D: How to plan, draft, write and finish and doctoral thesis or dissertation. Basingstoke: Palgrave Macmillan Foskett, N and Foskett, R (2006) Postgraduate Study in the UK: The International Student’s Guide. London, Thousand Oaks and New Delhi: Sage Publications Gilbert, N (ed. ) (2006) From Postgraduate to Social Scientist. London: Sage Hall, G and Longman, J (eds) (2008) The Postgraduate’s Companion. London: Sage Publications Lee, N-J (2009) Achieving your professional doctorate: A handbook. Maidenhead: Open University Press Leonard, D (2001) A Women’s Guide to Doctoral Studies. Maidenhead: Open University Press Marshall, S and Green, N (2004) Your Ph. D companion. Oxford: How To Books Matthiesen, J and Binder, M (2009) How to Survive Your Doctorate. What Others Don’t Tell You. Maidenhead: Mc. Graw-Hill Mitchell, S and Riddle, M (2000) Improving the Quality of Argument in Higher Education. London: Middlesex University

Useful Sources of help and information Books Murray, R (2002) How To Write A Thesis. Maidenhead: Open University Press Murray, R (2009) How to Survive Your Viva. Maidenhead: Open University Press Phillips, E M and Pugh, D S (2010) How to get a Ph. D; fifth edition. Maidenhead: Open University Press Potter, S (ed) (2006) Doing Postgraduate research. London: Sage Publications Rugg, G and Petre, M (2004) The Unwritten Rules of Ph. D Research. Maidenhead: Open University Press Thomson, P and Walker, M (2010) The Routledge Doctoral Student’s Companion: Getting to Grips with Research in Education and the Social Sciences. Abingdon: Routledge Trafford, V and Leshem, S (2008) Stepping Stones to Achieving your Doctorate by Focusing on your Viva from the Start. Maidenhead: Open University Press Williams, K, Bethell, E, Lawton, J, Parfitt, C, Richardson, M, Rowe, V (2010) Planning your Ph. D. Basingstoke: Palgrave Macmillan

Useful Sources Online resources The University of Oxford’s centre for excellence in preparing for academic practice: www. apprise. ox. ac. uk The Vitae programme postgraduate researchers' website: www. vitae. ac. uk/1218/Postgraduate-researchers. html http: //vitae. ac. uk/researchers/3909/GRADBritain-online-magazine. html Electronic Theses Online Service (Ethos): http: //ethos. bl. uk/Home. do; jsessionid=DFAC 76 B 40534 CF 8 E 62662 E 0 F 67196125 A career resource for arts and humanities Ph. D researchers: www. beyondthephd. co. uk

Useful Sources of help and information Online resources A postgraduate community where you can find and connect with others within your field: www. graduatejunction. net Comic strips and humour to lighten load of doing a doctorate: www. phdcomics. com/comics. php Matt Might's 'illustrated guide to a Ph. D': http: //matt. might. net/articles/phd-school-in-pictures The 'Researcher's Bible': http: //homepages. inf. ed. ac. uk/bundy/how-tos/resbible. html 'How To Write A Dissertation, or Bedtime Reading For People Who Do Not Have Time To Sleep': www. cs. purdue. edu/homes/dec/essay. dissertation. html 'The Thesis Whisperer', blog by Inger Mewburn: http: //thethesiswhisperer. wordpress. com