Book Review: "The Research Student's Guide to Success" (Third Edition) by Pat Cryer

 

Book Review: "The Research Student's Guide to Success" (Third Edition) by Pat Cryer

Introduction:

Pat Cryer's "The Research Student's Guide to Success" is a must-have book for graduate students embarking on academic research careers. Cryer's comprehensive guide, now in its third edition, provides vital insights and practical advice in negotiating the obstacles of postgraduate study, from research project conceptualization to efficient dissemination of findings. 

Summary:

Cryer's guide covers a wide range of issues important to the research student's journey, beginning with the development of research concepts and identifying relevant research procedures. Throughout the book, Cryer offers practical advice on studies, research, time management, research habits and skills, and maintaining academic integrity. Furthermore, the third edition includes updates on research, ethical considerations, and techniques for preparing for, writing, and publishing a thesis. Quotes at the beginning of each chapter and boxes containing practical tips are very interesting and highly effective.

Key Themes:

Research Planning and Execution: Cryer highlights the necessity of thorough planning and execution in the research process, including ways for establishing research objectives, creating study designs, and managing project timeframes.

Research Process as a Story: The book provides detailed instructions for conducting research in a light, easy-to-understand, and interesting manner, including techniques for discovering relevant sources, planning, writing, and publishing research, and then advising researchers to do it as if it were a story to make the entire overwhelming and intimidating process of research less burdensome. 

Professional Development: Cryer emphasizes broader aspects of research student success, such as effective communication, time management, and career development.

The Research Student’s Guide to Success THIRD EDITION Pat Cryer

Contents

Preface to the third edition

The third edition of Pat Cryer's "The Research Student's Guide to Success" provides a complete update that reflects the changing landscape of postgraduate study in the UK. Here are the main points of the preface:

Thorough Revision: The third edition has been extensively revised to reflect significant developments in postgraduate education, such as policy reviews and the introduction of structured research programs. The author underlines the importance of more than just extra chapters, recommending a comprehensive revamp to retain the quality of instruction.

Focus on Skills Development: Recognizing the influence of the Roberts Review, the book includes a new chapter on skill development and personal development planning (PDP), which is consistent with the criteria set by institutions for research students.

Guidance on information: With the abundance of information on the internet, the author highlights the significance of providing guidance rather than just knowledge. Short quotes/excerpts from websites are used to illustrate issues, encouraging readers to make informed decisions.

Focus on Technology: Recognizing the widespread usage of computers, the book emphasizes their significance to research in many fields of study without diving too deeply into research methods, which are covered in specialized books elsewhere.

Omission of Redundant Sections: In light of sophisticated search engines, sections such as 'Web sites', 'Further reading', and 'Select bibliography' have been removed, with appropriate recommendations merged into the main text.

Inclusion of New Chapters: In response to input, additional chapters have been added on issues such as research ethics, reading around the subject, being a graduate teaching assistant, and preparing a research proposal, that meets specific requirements indicated by students and academic staff.

Dedicated Chapter for Overseas Students: Despite early opposition, a chapter for international students has been created to address issues specific to this group, satisfying the needs of both staff and students.

Acknowledgments: The author thanks colleagues and institutions for their contributions and help in developing the third edition, as well as the UK Research Councils and QAA for granting permission to reproduce key materials.

Intentions and Hopes: Professor Cryer shares her pleasure in researching and creating the third edition and hopes that it will be useful to future generations of research students and supervisors.

Overall, the preface describes the extensive revisions and improvements made in the third edition to ensure its relevance and utility in the ever-changing world of postgraduate research education.

1.Why and how to use this book 

Why Use This Book?

Introduction to the fascinating and fulfilling nature of research.

Importance of developing new skills and strategies beyond traditional coursework.

Insights gathered from students and supervisors worldwide across various disciplines and institutions.

How and Why the Book Can Help, Regardless of Degree Programme

Relevance for students in both research-intensive and mixed-taught programmes.

Applicability to undergraduate projects requiring dissertations.

How and Why the Book Can Help, Regardless of Background and Experience

Acknowledgment of diverse backgrounds and experiences of readers.

Empowerment to reject or adapt advice based on personal needs and circumstances.

How and Why the Book Can Help in Any Topic and Discipline

Recognition of differences in strategies and skills across disciplines.

Encouragement to interpret advice according to individual needs.

How and Why the Book Can Help Outside the United Kingdom

Basis in global research studies, including Australia, Ireland, Singapore, South Africa, and Sweden.

Acknowledgment of differences in terminology and emphasis across countries, with universal applicability of research processes.

How the Book Can Help Amid Rapid Changes in Postgraduate Education

Addressing ongoing and anticipated changes in postgraduate education.

Emphasis on enduring fundamental requirements for postgraduate research.

How and Why the Book Can Make a Real Difference to Your Research Programme

Providing breaks in the text for personal reflection and application.

Encouragement to engage with content through discussions, note-taking, and collaboration with peers.

The Best Order to Work Through the Chapters

Guidance for new students on the sequential approach to chapters.

Emphasis on considering the interconnectedness of chapters as research progresses.

What the Book Does and Does Not Do

Clarification on the book's focus on research strategies and skills rather than general study skills.

Limitations regarding research project design, detailed IT guidance, administrative procedures, and discipline-specific topics.

What Else You Should Know

Emphasis on continuous practice, adaptation, and reflection to develop effective research skills and strategies.

2. Exploring Routes, Opportunities, and Funding

Introduction to the diversity of postgraduate awards and opportunities.

The Profusion of Postgraduate Awards

Overview of various types of postgraduate research, from traditional PhDs to short research projects.

Exploration of online resources for postgraduate study information.

Credit Rating at Postgraduate Level

Explanation of credit accumulation and transfer schemes.

Comparison of credit systems like CATS in the UK and ECTS in Europe.

Modes of Postgraduate Registration

Discussion of full-time and part-time registration modes, including fee differences and duration limits.

Considerations for part-time students, including challenges and integration into academic communities.

Fees and Sources of Funding

Complexity of postgraduate research funding, including variations across disciplines and institutions.

Exploration of funding sources such as bursaries, scholarships, contract research, and collaborative modes.

Online resources for finding funding opportunities and deadlines.

Considerations for covering living expenses beyond tuition fees.

Examples of Advice on Sources of Funding on the Internet

Overview of online resources for finding postgraduate funding opportunities.

Examples of websites providing information on scholarships, bursaries, and research grants.

Importance of exploring funding options early and discussing funding during institution contacts.

Choosing the Type of Course or Programme

Consider how a postgraduate programme will help you achieve your career goals and increase your earning potential. Evaluate the trade-off between enhanced earning potential and the costs of fees and probable earnings loss while studying. Recognize that, while certain occupations respect doctoral degrees, others prefer shorter programs that may result in lower beginning pay but provide on-the-job training possibilities.

Postgraduate Certificates and Diplomas: Often profession-oriented and shorter in duration, suitable for part-time study or as a gap-filler between jobs.

Taught Masters Courses: Professionally oriented, longer than diplomas, and increasingly expected in certain fields.

Professional and Practice-Based Doctorates: Several years in duration, providing comprehensive training in investigative techniques relevant to specific professions. Typically include a short investigation alongside taught modules.

MPhil and PhD/DPhil: Entirely research-based, supporting career advancement and keeping options open, particularly for academia. Offer flexibility in lifestyle and duration, with PhD registration typically lasting three years full-time or six years part-time.

Consider alternative options like the MRes, offering broad research training, or the '1+3' route, combining a one-year taught masters with a standard three-year research registration for those without prior research training.

Is Postgraduate Research Right for You?

Before committing to a research degree, carefully examine your motivations, distinguishing between fundamental and supportive objectives for success. Intellectual curiosity, involvement in the academic community, and the desire to contribute to knowledge are important motivators. Be open about your motivations for obtaining a research degree and evaluate the potential hurdles.

Making a Short List of Possible Institutions

When selecting a university, consider the following factors: available financing opportunities, support networks, familiarity with the institution, cost of living, extramural facilities, departmental support for postgraduates, and research reputation. Explore online resources, attend postgraduate fairs, and seek advice from relevant offices.

Towards a Research Topic

Discuss potential research subjects with your supervisors, taking into account departmental resources, research group alignment, employer interests, and personal preferences. Make sure the topic you choose is relevant to your interests and that the department can provide enough supervision and resources. Prepare for debates and revisions to effectively refine your study focus.

3. Making an Application: 

Pre-Registration Groundwork: Ensure the chosen institution provides necessary support and a conducive environment. Refine your shortlist based on careful consideration.

Timing 

Initial Contacts: Express interest in the institution well before your desired start date. Follow instructions meticulously and maintain professionalism in communications.

Being Interviewed: Approach visits as informal interviews. Prepare to discuss your research goals, funding, and interests. Assess the department's environment and meet potential supervisors. Aim for a two-way dialogue.

Supervisory Matters and Outside Collaborations

Checking Supervisory Arrangements: Meet your principal supervisor and assess compatibility. Understand the team-based supervision approach. Discuss potential additional supervisors if needed.

Collaborating with Outside Organizations: Address confidentiality, financial, and project scope issues upfront. Ensure agreements align with academic standards and consider potential conflicts of interest.

Handling Formalities and Waiting Time

Addressing Formalities: Verify entry requirements, secure references, and clarify funding arrangements. International students should review specific requirements.

Making the Application: Follow institution instructions meticulously. Seek feedback on your application for improvement.

Handling Offers: Respond promptly to offers and avoid scams. Verify the legitimacy of offers and qualifications.

Using Waiting Time: Enhance skills in keyboarding, email, and web searching. Familiarize yourself with essential software tools. Start reading relevant literature and prepare logistics for your research journey.

4. Producing the research proposal

 

A research proposal is a piece of work that, ideally, would convince scholars that your project has the following three merits: conceptual innovation; methodological rigour; and rich substantive content. (School of Advanced Study, University of London undated)

Producing the Research Proposal: 

Requirement to Write: Some institutions require students to submit their own research proposals, while others may accept students for funded projects without individual proposals.

Purpose of the Proposal: The research proposal serves to safeguard institutions and helps students prepare for their research journey by outlining the project's viability and feasibility.

Limitations: While essential, research proposals have limitations due to students' limited research training and the unpredictable nature of research.

Essential Elements: Proposals must demonstrate the research's worthiness, feasibility, challenge, resource adequacy, and student capability.

Essential elements of a research proposal

 Is worth researching 

 Lends itself to being researched 

 Is sufficiently challenging for the level of award concerned 

 Can be completed within the appropriate time 

 Can be adequately resourced 

 Is not likely to be subjected to any serious constraints 

 Is capable of being done by the student.

Suggestions and points to ponder 

To illustrate the use of mind maps to develop the content of a research proposal, copy Figure 4.1. 

The spokes are already labelled with the bullet points mentioned above. 

1 Look at any one of the spokes and let your mind wander over its topic and let sub-topics occur to you. 

2 For each newly identified sub-topic, draw a new spoke and label it.

 3 When no more such sub-topics occur, move on to the next spoke. Let your mind continue to wander, and draw and label additional spokes for each sub-topic.

 4 Continue like this until you run out of ideas.

 5 You will probably find that some sub-topics occur on more than one spoke. If so, link them together. Your final result will look something like Figure 4.2, although hopefully containing more information. Figure 4.2 has had to be edited for size, and anyway, does not apply to your particular research proposal. 

6 Do you feel that the technique has helped you to develop the content of your proposal? 

7 Now read on for further ideas about ‘fleshing out’ the content.

(Note: See pages 29,30 for figures 4.1 & 4.2)

Fleshing Out the Proposal: Conduct a literature review, consider methodology, and address ethical considerations to strengthen the proposal's foundation.

Setting Boundaries: Be cautious of overcommitting and ensure the proposal remains focused and achievable within the allotted time frame.

Writing Style: Use clear and understandable language, free of jargon. Ensure spelling, grammar, and punctuation are impeccable.

Time Considerations: Developing a research proposal takes time, typically around six months, but the effort invested pays off by serving as source material for the thesis.

Adapting for Funding: Students can adapt their proposals for small grant applications, but they must ensure alignment with funding criteria and realistic achievement within specified time frames. Larger grants are highly competitive and primarily targeted by experienced academics.

Box 4.1 Common mistakes in writing a research proposal

1 Failure to provide the proper context to frame the research question. 

2 Failure to delimit the boundary conditions for your research. 

3 Failure to cite landmark studies. 

4 Failure to accurately present the theoretical and empirical contributions by other researchers. 

5 Failure to stay focused on the research question. 

6 Failure to develop a coherent and persuasive argument for the proposed research. 

7 Too much detail on minor issues, but not enough detail on major issues. 

8 Too much rambling – going ‘all over the map’ without a clear sense of direction. (The best proposals move forward with ease and grace like a seamless river.) 

9 Too many citation lapses and incorrect references. 

10 Too long or too short. 

11 Failing to follow the . . . [style required]. 

12 Sloppy writing. (Wong 1997)

5. Settling in and taking stock 

We were forming a group of people who’d be working together and learning together, going through similar experiences, creating together. I thought it was terrific. (Leonard Nimoy, speaking of the original series of Star Trek, where he played Mr Spock; quoted in Shatner 1993: 204)

Settling in Quickly:

Importance of quick settlement for productivity.

What's needed and who can help (formally and informally).

Using Induction Events:

Institutional support for new students.

Taking responsibility for maximizing induction benefits.

Office Facilities:

On-campus facilities for full-time students.

Setting up home office facilities for full-time or off-campus students.

Taking Advantage of Resources:

Accessing institutional Internet services and resources.

Upgrading home computer and using software tools.

Backup and Security Measures:

Importance of file backup.

Ensuring computer security with firewall and antivirus software.

Getting to Know the Community:

Building relationships with academic staff.

Utilizing institutional services and support groups.

Understanding Departmental Processes:

Familiarizing with departmental procedures.

Negotiating study contracts with supervisors.

Utilizing Library Resources:

Accessing institutional and public libraries.

Using online catalogues and interlibrary loan services.

National and International Support:

Engaging with professional societies.

Identifying support from national and international organizations.

Preventing Isolation:

Proactively seeking out peers and mentors.

Utilizing email discussion groups and networking opportunities.

6. Interacting with supervisors 

It is important that supervisor(s) and student are fully aware of the extent of one another’s responsibilities. (QAA 2004: 16)

The importance of student-supervisor relationships and related topics covered in the text:

Mutual Respect and Trust:

The value of a strong relationship based on mutual respect and trust between students and supervisors.

This relationship can extend beyond the research project and contribute to long-term professional growth.

Critical for Success:

The importance of a positive relationship with supervisors for successful completion of research degrees.

Poor relationships with supervisors can significantly impede progress and success in research programs. Remember: ‘People don’t fail at work, they fail at relationships.

Guidance and Training:

Research degrees involve training, and supervisors play a crucial role in guiding students through this process.

Students can find ways to train themselves, the guidance of supervisors is integral to the research journey.

Administrative and Interpersonal Aspects:

The dual nature of developing and nurturing relationships with supervisors: administrative (understanding roles and responsibilities) and interpersonal (treating supervisors as human beings).

The importance of clarity in understanding the roles of students and supervisors as outlined by the institution.

Composition of Supervisory Teams:

Common configurations of supervisory teams, including main supervisors, backup supervisors, experienced supervisors, and industry partners.

The importance of maintaining communication and coordination within supervisory teams.

Challenges with Team Supervision:

Potential challenges with team supervision, such as differing understandings of research objectives and methods among team members.

Strategies for managing conflicts and expectations within supervisory teams.

Roles and Responsibilities:

The primary responsibility of supervisors to develop students into independent researchers.

The importance of understanding the rights and responsibilities of both students and supervisors as documented by the institution.

Arranging and Conducting Meetings:

Provide guidance on scheduling formal and informal meetings with supervisors.

Importance of effective communication and preparation for meetings to maximize their productivity.

Handling Feedback and Criticism:

Be open and receptive to criticism and respond to feedback and criticism from supervisors in a constructive manner.

Maintain professionalism and open-mindedness when discussing research progress with supervisors.

Addressing Dissatisfaction:

Strategies for addressing dissatisfaction with supervision, including diplomatic communication, seeking advice from institutional sources, and following formal procedures if necessary.

Proactive steps to address issues with supervision early on to prevent escalation.

7. Reading round the subject: working procedures

To do their work well, workmen must first sharpen their tools. (Chinese proverb, quoted on http://www.bartleby.com modified for sexist language)

The importance of building upon the work of others in research cannot be overstated. Here are some key reasons why:

Contextualization: Understanding previous research provides essential context for your own work. It helps you identify gaps in knowledge and areas where your research can contribute something new.

Methodological Guidance: Studying how others have gathered and used data helps you make informed decisions about your own research methods. It can save time and resources by learning from the successes and challenges of previous studies.

Answering Questions: Throughout your research program, questions will arise that can often be answered by referring to the work of others. This ongoing engagement with existing literature ensures that your research is well-informed and relevant.

Refinement of Topics: Exploring what others have done helps you refine the topic of your research. It allows you to narrow down your focus and define clear research objectives.

Quality Evaluation: Before delving too deeply into a topic, it's essential to evaluate the quality of the material you're considering. This involves assessing the credibility and reliability of sources, which is discussed in the next chapter.

Access to Information: With the advent of technology, access to information has become easier than ever. Electronic databases and online resources provide a wealth of material at your fingertips, allowing you to explore a wide range of literature relevant to your field.

Reading Strategies: Developing effective reading strategies is crucial for managing the vast amount of information available. Techniques like scanning, skimming, and critical reading help you extract relevant information efficiently.

Bibliographic Management: Utilizing bibliographic management software can streamline the process of organizing and citing sources. It ensures accuracy and consistency in referencing, saving time and effort in the long run.

Citation Styles: Familiarizing yourself with citation styles ensures that you accurately reference the work of others in your own writing. Whether using the Harvard system, numerical citations, or footnotes, adherence to established citation styles is essential for academic integrity.

Literature Integration: Incorporating literature into your own work should be done purposefully, using it to support arguments, counter-arguments, and to advance understanding. Mere listing of sources without meaningful integration adds little value to your research.

By engaging with the work of others in a thoughtful and systematic manner, researchers can build upon existing knowledge, contribute new insights, and advance their respective fields.

8 Reading round the subject: evaluating quality 

If I have seen further than others it is by standing on the shoulders of Giants. (Isaac Newton at www.saidwhat.co.uk) 

Reading round the subject: Evaluating Quality

The Importance of Being Able to Evaluate the Work of Others

Not all information is valuable for serious research.

Students need to judge the quality of what they read to avoid building on shaky foundations.

Guidance provided for embarking on literature survey or review.

Issues to Consider when Evaluating the Work of Others

Introduction to evaluating various types of publications.

Warning about discipline-specific norms.

Need for discussion with supervisors and peers.

Importance of examining theses and articles for comparison.

How do They Use Terms?

Explanation of terms like research area, topic, theme, focus, hypothesis, and problem.

Depiction of how terminology varies based on the nature of research and discipline.

Exploration of how research problems evolve and are defined.

How do They Use Research Methodologies?

Research methodology as rationale for data gathering and processing.

Importance of appropriateness and argumentation for chosen methodology.

Consideration of alternative methodologies and counterarguments.

Demonstrating Academic Argument, Discourse, and Scholarship

Research should provide well-documented and well-argued cases.

Importance of convincing arguments, addressing counterarguments, and avoiding fallacious reasoning.

Scholarly writing as a case-building exercise.

How do They Use Literature?

Consistent citation style important for validity and transparency.

Examination of differences between Reference and Bibliography sections.

Claims for Original and Significant Work

Requirement for demonstrating originality and significance, especially in theses.

Importance of contributing to existing knowledge and addressing significant questions.

Claims for Reliability and Validity

Challenges in achieving total reliability, especially in studies involving human variables.

Trade-offs between reliability and validity, with validity being paramount.

Introduction to research paradigms: traditional and interpretivist.

Box 8.6 "Towards making a thesis convincing":

Choice of Research Paradigm:

Select a philosophical and methodological framework that best fits the research questions and objectives.

Provide a rationale for the selected framework, including reasons why others were deemed unsuitable.

Selection of Relevant Literature:

Choose significant authors in the field.

Critically review literature focusing on its relevance to the current research.

Support arguments with accurate quotations, providing context and exact references.

Setting Works into Research Paradigms:

Different disciplines have associated research paradigms based on the questions they address.

Justify the choice of research paradigm, especially for interpretivist paradigms.

Acknowledge rivalries within disciplines regarding research paradigms.

Demonstrating the Salience of Data:

Explicitly show the source, context, and relevance of data used in interpretations.

Provide a data trail including samples of transcripts, lists of categories, and quotations used, with references in appendices for validation.

Benchmark for Quality:

Evaluate research based on whether it's published in refereed journals or encyclopedias.

Consider reliability, validity, and overall quality of research.

Apply evaluation criteria to conference papers and web sources.

Where Next?:

Acknowledge the complexity of research design and methods.

Stimulate discussion and seek guidance from supervisors and resources specific to your field of study.

Recognize that learning about quality research is an ongoing journey.

 

 9 Handling ethical issues

Ethics is nothing else than reverence for life. (Albert Schweitzer at www.brainyquote.com)

Place of Ethics in Research:

Ethics involves moral principles, fairness, and duty, which can vary based on perspectives.

Unscrupulous researchers may knowingly harm others for financial gain or perceived greater benefit.

Institutions require ethical approval for research to respect the rights of all involved, including animals.

Towards an Ethical Research Proposal:

Institutions and professional bodies provide ethical guidelines for research proposals.

Consider potential ethical consequences and seek guidance from experienced individuals in the field.

Getting the Research Proposal Approved:

Ethical approval processes vary but may include statements of purpose, methods, access to subjects, informed consent forms, and ethics approval forms.

Approval may take time but ensures thorough scrutiny of ethical considerations.

Ethics of Ownership in Research:

Ownership of research outcomes can lead to conflicts between students, supervisors, and funding bodies.

Negotiate agreements early regarding authorship and ownership of research outcomes, especially regarding commercial implications.

Ethics of Ownership of Others' Work: Plagiarism:

Plagiarism, passing off others' work as one's own, is unethical and constitutes fraud.

Properly cite sources when quoting and avoid presenting others' work as your own.

Tools are available to detect plagiarism quickly, and supervisors can spot inconsistencies in writing styles.

In Box 9.4, it is noted that while supervisors can run plagiarism detection software themselves, it is common practice to ask students to do it as part of their personal development. This entails producing the downloaded report as evidence. Additionally, the severity with which plagiarism is treated is highlighted, emphasizing the risk of severe penalties and the detrimental impact on the educational value of the work. Finally, the importance of avoiding unintentional plagiarism is stressed, suggesting techniques such as proper citation and independent critical analysis.

10. Managing influences of personal circumstances 

Circumstances do not determine individuals, they reveal them. (James Lane Allen at www.brainyquote.com (modified for sexist language))

Managing influences of personal circumstances:

The Need for Adjustment: Undertaking a long research program requires dedication beyond regular office hours, as research degrees are seldom failed but often terminated due to lack of motivation or personal circumstances.

Checklist of Personal Circumstances: The chapter provides a checklist of personal circumstances that may affect research efficiency, including studying full-time/part-time, working away from the institution, being a mature student, etc. Students are encouraged to identify relevant circumstances.

Full-time/Part-time Divide: The distinction between full-time and part-time study is discussed, with emphasis on the different challenges faced by part-time students, such as balancing work and family responsibilities with research commitments.

Being a 'Mature' Student: 'Mature' students, those returning to education after a break, may face challenges readjusting to academic life and dealing with perceptions of loss of prestige.

Working Away from the Institution: Tips are provided for students working remotely, including setting up a conducive study environment and combating isolation.

Undertaking Research with or for an Outside Organization: Students undertaking external research may face pressures to produce results aligned with employer expectations, leading to conflicting advice and additional time commitments.

Undertaking Teaching as a Graduate Teaching Assistant (GTA): Pros and cons of being a GTA are discussed, highlighting the potential time demands and emotional strain of teaching alongside research.

Staff or Student Status: The debate over whether PhD students should have staff or student status is mentioned, with considerations of benefits and difficulties associated with each.

Fitting Research Around Paid Employment: The challenges of balancing research with paid employment are outlined, emphasizing the importance of prioritizing research commitments.

Handling Effects on Family Life: The disruptions to family life caused by postgraduate study are acknowledged, stressing the importance of open communication and pre-agreed arrangements among family members.

The effects of living accommodation and other personal circumstances:

Living Accommodation:

Where students live affects their work progress.

Living at home can be comfortable but requires coping skills for distractions.

Living with other students provides companionship but may lead to distractions from work.

Students away from home need convenient and congenial accommodation, with institutions often offering advice on options.

Coping with Disability:

Institutions welcome students with disabilities, but it's the student's responsibility to declare their disability and special requirements during application.

Handling Illness, Financial Difficulties, and Emergencies:

Students should inform supervisors about major events occupying or distracting them.

Illness, family changes, or financial difficulties may necessitate a break from research.

Formal extensions may be necessary to meet thesis completion requirements.

Other Influential Personal Circumstances:

Special circumstances, like age or previous experiences, may affect how students are perceived.

Students are encouraged to seek advice and support from others facing similar challenges and to utilize available support groups.

The Three Necessities:

Health, motivation, and support are essential for postgraduate success.

Students should prioritize maintaining their health, staying motivated, and seeking appropriate personal support.

These points emphasize the importance of recognizing and addressing personal circumstances that may impact academic progress, while also highlighting the need for proactive self-care and seeking support when needed.

11. Succeeding as an ‘overseas’ research student 

Travellers are active; they go strenuously in search of people, of adventure, of experience. Tourists are passive; they expect interesting things to happen to them. (Daniel J. Boorstin at www.annabelle.net (modified for sexist language))

Succeeding as an 'overseas' research student based on the provided text:

Preparing Yourself at Home:

Research common questions about studying abroad, including financial, immigration, and working considerations.

Visit resources like the UKCOSA website for up-to-date information and institutional websites for specific answers.

Selecting a Suitable Institution:

Look for institutions that support international students and adhere to good practices.

Ensure there is a supportive team and advisor available.

Consider personal networks for recommendations.

Be aware of the obligation of residence and community support.

Funding Issues:

Overseas students typically pay higher fees.

Understand funding implications and expectations from funding bodies.

Manage expectations of success and financial responsibility.

Timing the Application:

Apply well in advance, ideally a year before the intended start date.

Wait for a formal offer before making any commitments.

Working in Another Language:

Language proficiency is crucial, both for academic work and social interactions.

Seek opportunities to improve spoken English, such as through socializing with native speakers.

Institutions should provide language support, and editorial assistance is acceptable but reasonable proficiency is still expected.

The challenge of thinking independently and other related issues faced by international research students:

Cultural Adjustment:

International students may come from cultures where deference to authority is valued over independent thinking.

Adjusting to a Western educational system where independent thinking is encouraged can be challenging.

Supervisor Sensitivity:

Some supervisors may be sensitive to these cultural differences and help students navigate them, but others may not be aware of these issues.

It's often up to the international student to address these challenges with guidance from experienced peers.

Plagiarism Awareness:

Students from cultures valuing authority may struggle with the concept of plagiarism, as they may see directly quoting experts as a sign of respect.

Understanding plagiarism and how to avoid it is crucial for academic integrity.

Seeking Guidance:

Chapters 6 and 9 provide valuable insights into developing independence in research and avoiding plagiarism.

Observing how British students interact with supervisors can provide a model for international students.

Managing Expectations:

International students should understand that paying fees doesn't guarantee academic success; it buys opportunity, and success depends on how they utilize it.

Addressing Language Barriers:

Language barriers can hinder communication between students and supervisors.

Writing down questions and important points can help overcome these barriers and improve communication.

These pointers offer practical advice for international research students to navigate the challenges of independent thinking, cultural adjustment, plagiarism awareness, and effective communication with supervisors.

12 Managing your skills development

What is the use of transmitting knowledge if the individual’s total development lags behind? (Maria Montessori at www.annabelle.net)

Managing your skills development as a postgraduate research student:

Understanding Skills Importance:

In today's rapidly changing job market, skills are more valuable than just knowledge.

Institutions are emphasizing the development of transferable skills alongside academic training.

Characteristics of Skills:

Skills are abilities to perform tasks efficiently with minimal effort.

They can be manual, interpersonal, or intellectual, and vary in proficiency.

Becoming Skilled:

Skill development requires repeated cycles of receiving feedback, reflecting, and practicing.

Good feedback is essential for skill improvement.

Transferability of Skills:

Some skills are more transferable than others, depending on the situation.

Research students should identify and focus on developing skills that can be applied across different contexts.

Thinking about Skills:

Skills can be categorized into specialist, generalist, self-reliant, and group/team skills.

The "complete postgraduate" should possess competence in all these categories, with an emphasis on specialist skills.

Recognizing Developed Skills:

Research students often acquire skills naturally throughout their studies but may not fully appreciate them.

Recognizing and building on existing skills is essential for further development.

Training Needs Analysis:

Institutions may offer tools like skills audits for self-assessment and identifying areas for improvement.

These tools help students understand their current skill set and plan for further development.

These pointers provide a structured approach to managing skills development, emphasizing the importance of recognizing, assessing, and enhancing skills throughout the research journey.

The joint statement on skills by the UK Research Councils and managing skills development:

Serious Consideration:

The joint statement by the UK Research Councils outlines essential skills for postgraduate research.

It should be taken seriously by all involved in postgraduate research across disciplines.

Skills Grid:

Create a grid similar to Figure 12.3 using the main headings of the UK Research Councils' list of skills.

This helps in visualizing and tracking skill development over time.

Evidence of Skill Proficiency:

Collect and use evidence to demonstrate skills proficiency, such as records of supervisions, progress reports, training undertaken, etc.

Maintain a portfolio or ePortfolio to showcase achievements and skills development.

Locating Training Opportunities:

Institutions offer training opportunities, including workshops, seminars, and specialized courses.

UK GRAD provides resources and events for research students to develop transferable skills.

Personal Development Planning (PDP):

PDP is a structured process for reflecting on learning, performance, and planning personal, educational, and career development.

It involves documentation of achievements, training needs analysis, action plans, and ongoing reflection.

Responsibilities for PDP:

Institutions have responsibilities to inform students about PDP, embed it in induction programs, and provide guidance and support.

Supervisors play a role in advising and guiding students through the PDP process.

Integration with Assessment:

PDP documents should be part of regular progress assessments.

While not formally assessed in final examinations, engaging meaningfully with PDP can impress examiners during oral examinations.

These points emphasize the importance of recognizing, developing, and documenting skills throughout the research journey, with PDP serving as a structured framework for personal and professional development.

13 Planning out the work 

Those who fail to plan, plan to fail. (Proverb)

planning out work and the value of working to a plan:

Value of Working to a Plan:

Planning is crucial in research programs to manage time effectively.

A good plan offers several advantages, including easing anxiety, providing focus, generating training needs, and ensuring progress.

Planning in the Long/Short Term:

Long-term planning is feasible when research objectives remain unchanged over an extended period.

Short-term planning is necessary for stages where opportunities and directions evolve as work progresses.

Project Management Approach:

Project management involves formalized planning techniques.

Bar charts, or Gantt charts, are commonly used for visualizing tasks and milestones.

Project management software can simplify planning, especially for team projects.

Critical Path Analysis:

Critical path analysis helps identify the sequence of tasks to ensure efficient workflow.

It ensures no task is held up while waiting for another and highlights dependencies.

Developing a Personal Planning Style:

Planning methods vary based on personal preferences and field norms.

It's essential to discuss and refine planning techniques with supervisors and peers.

Identifying Components of a Plan:

Creativity techniques can help identify activities for inclusion in a plan.

Mind mapping and brainstorming are useful for generating ideas for plan components.

Planning for Extended Work Away:

Planning for work away from the institutional base requires careful consideration of logistics, finances, and communication.

Backup plans and local mentors are essential for unforeseen challenges.

Coping with Changes to Plans:

Unforeseen delays are common in research and require flexibility and resilience.

Building in extra time and having a list of alternative tasks can mitigate the impact of delays.

Adapting and Abandoning Plans:

Plans should be adaptable to accommodate new discoveries or alternative directions.

Research often leads to unexpected findings that may necessitate changes to initial plans.

14 Getting into a productive routine 

Plans are only good intentions unless they immediately degenerate into hard work. (Peter Drucker at www.quotationspage.com)

Maintaining a sense of direction: Researchers should identify their roles (e.g., explorer, detective, visionary, barrister) and ensure that their work aligns with these roles to enhance productivity.

Keeping records of ongoing work: Use logbooks, diaries, or other forms of record-keeping to document activities, achievements, dead-ends, and thoughts related to research.

Finding out where your time goes: Keep a detailed diary of daily activities to identify time usage patterns and make necessary adjustments for better time management.

Using time efficiently during cancellations: Make good use of unexpected free time resulting from canceled supervisions or seminars by planning productive tasks in advance.

Matching tasks to time-slots: Schedule tasks based on their level of concentration required and individual prime times for optimal efficiency.

Handling interruptions: Minimize interruptions by finding a quiet workspace, setting availability hours, using answerphones for calls, and managing email alerts.

Coping with information overload: Prioritize incoming information, disregard low-priority content, and develop strategies for managing electronic communication effectively.

Managing time at home with family: Negotiate time commitments with family members, communicate work schedules, and establish boundaries to balance work and family life.

Managing time at the computer and on the Internet: Use IT tools efficiently, set specific goals for web browsing and email communication, and avoid time-wasting activities like excessive gaming or unnecessary tasks disguised as work.

Balancing Training Needs: Research students must find a balance between essential training for their research and avoiding peripheral activities. Different fields may have different interpretations of what constitutes necessary training.

Utilizing Research Seminars: Attending research seminars is valuable for exposure to diverse perspectives, networking with academic staff and peers, staying updated on related areas, understanding research culture, and learning presentation skills.

Networking and Serendipity: Actively networking with other researchers can lead to unexpected opportunities and collaborations. This involves engaging with colleagues, joining support groups, and participating in electronic communities.

Managing Work Hours: Research often involves routine work punctuated by bursts of inspiration. Some students prefer structured office hours, while others thrive on seizing "psychological moments" of inspiration, albeit at the expense of a balanced schedule.

Considering Learning Styles: Understanding one's preferred learning style helps in managing workload and approaching tasks efficiently. Recognizing whether one tends towards serialist or holistic thinking can aid in planning and executing research effectively.

Maintaining Health: Prioritizing a healthy lifestyle, including exercise and proper nutrition, is crucial for managing stress and maintaining overall well-being during the research process.

Setting Realistic Expectations: Research students should set realistic goals and expectations for themselves, acknowledging their capabilities and limitations. The British Academy's suggestion of completing a doctoral thesis in three years provides a benchmark for realism.

Overall, the text emphasizes the importance of self-awareness, effective time management, networking, and maintaining a healthy work-life balance throughout the research journey.

15 Cooperating with others for mutual support 

No man is an island. (John Donne at www.bartleby.com)

The Importance of Mutual Help and Support

Receiving Advice, Feedback, and Criticism

Acknowledge advice and feedback graciously.

Take time to consider feedback and weigh its implications.

Reject suggestions that could be detrimental to your progress.

Accepting or Rejecting Advice, Feedback, and Criticism

Identify suggestions that may hinder progress and politely decline them.

Consider the source and relevance of feedback before accepting or rejecting it.

Formally acknowledge substantial advice that is accepted.

The Rights and Wrongs of Using Help from Others

Utilizing others' ideas is acceptable as long as proper credit is given.

Acknowledge sources and contributors appropriately.

Protect your intellectual property when necessary, with guidance from your supervisor.

Supporting and Getting Support from Others

Support from Peers

Form mutual support groups with fellow students.

Benefit from peers' perspectives on research topics.

Seeking Advice from Academics

Approach other academics for suggestions and guidance cautiously.

Respect their time and professional obligations.

Soliciting Help from Experts

Seek advice from experts respectfully and demonstrate preparedness.

Acknowledge their expertise and contributions.

Getting Support from Family, Friends, and Colleagues

Communicate expectations with family and negotiate support.

Leverage the expertise and understanding of family members who have studied.

Be cautious of advice from colleagues in the workplace that may not align with research goals.

Giving Advice, Feedback, and Criticism

Offer feedback constructively and with sensitivity.

Avoid providing rushed or unhelpful feedback.

Develop the skill of providing constructive feedback as it is valuable in academia and beyond.

16 Producing progress reports 

Woolly writing is frequently a reflection of woolly thinking, and students who have trained themselves to write clearly will soon discover that problems of expression often arise from a lack of understanding, whereas students who write poor English can write rubbish without even realising it. (Science and Engineering Research Council 1992: 16 (modified for sexist language))

The Importance of Reports During the Research Programme

Reports serve various purposes throughout a research programme, ranging from informal personal records to formal submissions required by departments or funding agencies. They help in:

Assessing progress and identifying problems

Reflecting on progress and consolidating arguments

Developing academic writing skills and standards

Providing documentation for Personal Development Plans (PDP)

Serving as a basis for the thesis and potential journal articles.

Developing the Content of a Report

Define or develop research questions, topics, or themes

Describe the research methodology and its appropriateness

Ensure collection of convincing data

Discuss the use of literature and handling of subjectivity

Highlight progress, problems, and reflections

Outline the plan for the next phase of work.

Structuring the Report

Structure the report to make a clear case for conclusions or future work

Use detailed headings to summarize the storyline

Employ "ing" words in headings for clarity and focus.

Using Basic Word Processing Features to Aid Structuring

Utilize word processing styles for consistent formatting

Create and update a contents list for easy navigation

Take advantage of outline mode and document map features.

Constructing the Introductory Paragraph

Set the scene for the report

Address the gap in knowledge or understanding

Explain how the report fills the gap

Provide a brief overview of the report's contents.

Constructing the Final Paragraph

Summarize what the report has achieved

Identify new questions raised by the work

Suggest how these questions might be addressed in the future.

Citing Literature

Use literature to support and advance arguments

Incorporate seminal works even if not directly relevant

Avoid merely cataloging literature without relevance to the argument.

Adding Figures and Tables

Place figures and tables close to relevant text

Label each with a descriptive caption.

Adding Appendices

Follow disciplinary norms regarding the use of appendices.

Developing an Academic Writing Style

Maintain coherence, argumentation, and precise meanings

Follow disciplinary conventions regarding style elements.

Making the Writing Process More Effective and Efficient

Start by producing a coherent draft before refining style

Use the "drawer treatment" of putting writing aside and returning to it later

Keep meticulous backups of all versions.

Capitalizing on Word Processing Software Features

Explore and utilize advanced features for document management and formatting.

Using Reports to Get Feedback and Advice

Seek feedback on progress, reading, standards, reflection, and writing style.

Towards Writing the Thesis

Begin shaping the thesis early, understanding it will evolve with research progress.

17 Giving presentations on your work 

The communication of the results of research is an integral part of the research process, which is incomplete and ineffective if findings are not made available to others. (Engineering and Physical Sciences Research Council 1995: 9/1)

 Giving Presentations on Your Work

The Value of Giving Presentations

Communication of research findings is integral for effective research. Presentations offer opportunities for feedback, learning, and professional development.

Identifying the Purposes of a Presentation

Show achievements

Seek advice and feedback

Provide mutual support

Contribute to assessment or monitoring

Make a case for funding

Impress stakeholders

Develop presentation skills

Developing the Content of a Presentation

Define presentation purposes

Highlight achievements

Discuss options and future directions

Consider audience interests

Developing the Structure of a Presentation

Arrange topics logically

Consider chronological, problem-solving, or opportunistic sequences

Developing Visual Aids/Using Computer-Aided Presentation

Align content and visual aids

Practice confident use of presentation tools

Balance visual aids for effectiveness

Things to Think About at the Rehearsal Stage

Time your presentation

Rehearse enthusiasm and engagement

Prepare for questions and feedback

Familiarize with presentation venue and equipment

Drumming Up Attendance for a Departmental Seminar

Personally invite key attendees

Craft compelling abstracts or invitations

Giving a Conference Presentation

Present research overview, significance, progress, results, and future directions

Ensure professional visual aids

Network and stay updated on field advancements

Giving Other Types of Presentations

Adapt presentation skills for different audiences and purposes

18 Transferring registration from MPhil to PhD 

 . . . decisions about transferring the student’s registration to a doctoral qualification should take place when there is sufficient evidence to assess the student’s performance. (Quality Assurance Agency 2004: 19) 

Transferring Registration from MPhil to PhD

Why the MPhil/PhD Transfer is Significant

Most postgraduates aim for a PhD after MPhil.

Boosts morale and signifies progress.

Mechanisms for Transfer

Varies by institution and field.

Requires a detailed report and possibly an oral presentation/examination.

Suggestions for Preparation

Understand institution's requirements.

Determine application deadlines.

Seek supervisor's guidance.

When to Apply

Typically after one year but varies by discipline.

Advantages of early application vs. waiting for significant results.

Preparing the Case

Review progress and align with original proposal.

Identify next steps and develop a research plan.

Writing the Transfer Document

Brush up on writing skills.

Utilize resources on report-writing and thesis preparation.

Handling the Outcome

Positive outcome expected for competent claims.

Appeal procedures available if needed.

Towards Producing a Journal Article

Transfer documentation can be edited into articles.

Supervisors can advise on suitable journals and writing process.

Publishing enhances academic career prospects and aids in thesis defense.

19 Coming to terms with originality in research 

All good things which exist are the fruits of originality. (John Stuart Mill at www.quoteworld.org)

Coming to Terms with Originality in Research

The Need for Originality

Originality is essential at the PhD level and beyond.

Requires special attention and skills.

Understanding Originality

Appreciating the breadth of originality.

Developing creative skills.

Allowing for incubation of creative ideas.

Originality in Tools, Techniques, and Procedures

Using existing knowledge creatively.

Developing new procedures or techniques.

Justifying claims for originality.

Exploring the Unknown/Unexplored

Conducting research on uncharted territory.

Necessity of originality in such endeavors.

Exploring the Unanticipated

Recognizing unexpected opportunities.

Balancing exploration with resource allocation.

Originality in Data

Collecting data for potential future original insights.

Requires creativity and foresight.

Originality in Transfer of Mode or Place of Use

Adapting existing concepts or methods to new contexts.

Originality through contextual application.

Originality in Byproducts

Finding value in unexpected outcomes.

Capitalizing on unforeseen developments.

Originality in Experience

Extracting valuable insights from research experiences.

Applying creative thinking techniques.

Originality as 'Potentially Publishable'

Equating originality with potential for publication.

Emphasizing the importance of publishable research outcomes.

The Balance Between Originality and Conformity

Striking a balance between innovation and acceptance.

Challenges in recognizing highly original work.

Protecting Ownership of Original Work

Considering implications for career and commercial aspects.

Addressing ownership concerns.

Putting Originality into Perspective

Originality must align with scholarly norms and practices.

Competence and scholarly rigor are equally crucial alongside originality.

20. Developing ideas through creative thinking 

I envisage a dialogue between two voices, the one imaginative and the other critical. (Medawar 1981: 85)

Developing ideas through creative thinking involves a dynamic interplay between imaginative and critical voices, as highlighted by Medawar (1981). This process is crucial in research, where creativity often emerges at unexpected moments and from diverse sources. Here are some key points and techniques for fostering creative thinking in research:

Recognizing Creativity: Understanding how creativity operates uniquely for each individual is essential. Reflecting on past experiences of solving challenging problems can reveal common characteristics of the creative process.

Techniques for Creative Thinking:

Talking Things Over: Engaging in discussions with others can stimulate new ideas and perspectives.

Keeping an Open Mind: Considering unlikely or unconventional interpretations can lead to innovative insights.

Brainstorming: Generating a multitude of ideas without immediate evaluation can spark creative solutions.

Negative Brainstorming: Listing ways to not achieve a goal can provoke unconventional thinking and novel solutions.

Viewing Problems Imaginatively: Exploring problems from unconventional perspectives, such as imagining oneself in different contexts or timeframes, can break mental barriers.

Concentrating on Anomalies: Rather than ignoring discrepancies, focusing on anomalies can uncover new avenues for exploration.

Focusing on Byproducts: Recognizing the value of unintended outcomes or developments can lead to serendipitous discoveries.

Interrogating Imaginary Experts: Mentally interviewing real or imagined experts in the field can yield insightful perspectives.

Viewing Problems from Other Disciplines: Adopting the mindset of different disciplines or consulting experts from diverse fields can provide fresh insights.

Using Serendipity: Remaining open to unexpected discoveries or repurposing existing solutions can lead to breakthroughs.

Using Mind Maps: Visualizing interconnected ideas through mind maps can stimulate creative thinking and reveal new connections.

Creativity and Free Time: Allowing the mind to wander freely, especially during leisure activities, can foster creative insights. Many significant ideas have emerged during moments of relaxation or semi-consciousness.

Testing Techniques: Experimenting with various creative techniques can help researchers identify which methods work best for them.

Creativity and Routine Work: While creativity is essential, diligent effort is also required to develop and refine ideas into viable research outcomes.

Creativity and Planning: Although creativity cannot be forced, incorporating flexibility into research plans allows for the organic emergence of creative ideas and solutions.

By embracing diverse perspectives, experimenting with different techniques, and remaining open to unexpected insights, researchers can cultivate creativity and generate innovative ideas to advance their work.

 21. Keeping going when you feel like giving up 

Don’t give up when the pace seems slow. You might succeed with another blow. Stick to the fight when you’re hardest hit. It’s when things seem worst that you mustn’t quit. (Anon.)

Perseverance in Research: Overcoming Challenges and Maintaining Momentum

Research, particularly at the PhD level, requires unwavering tenacity in the face of multiple obstacles and uncertainty. Part-time students encounter distinct problems in aligning their studies with family, professional, and health responsibilities. It is easy to lose excitement and commitment while dealing with failures and unforeseen circumstances. However, surrendering prematurely wastes valuable time and prospective chances.

To navigate these turbulent seas, three pillars of resilience emerge: requesting help, keeping balance, and recognizing typical hazards.

For starters, encouraging open discussion with mentors and peers is really beneficial. Chapter 15 emphasized the necessity of developing a supportive network early in the research process. Engaging in open talks helps to disentangle difficult situations and reinvigorate drive.

Second, maintaining a balanced lifestyle is critical for both mental and physical health. Prioritizing healthy nutrition, exercise, and appropriate rest increases resilience to stressors. Chapters 13 and 14 include solutions for good time management, which is critical for part-time researchers with various responsibilities.

Third, identifying and addressing common causes of demotivation is critical. From directionlessness to perfectionism, this chapter explains practical solutions using real-life examples:

Reframing setbacks: Like Michael, adapting to unforeseen funding cuts by repurposing existing work fosters resilience.

Flexibility in approach: Jill's shift from data collection to questionnaire development exemplifies adaptability in research methodology.

Embracing uncertainty: Tara's acknowledgment of ambiguous findings paved the way for a nuanced exploration, showcasing the value of scholarly resilience.

Finding novel perspectives: Abdul's response to overlapping research underscores the importance of innovative problem-solving.

Navigating complexity: Angela's exploration of nuanced historical narratives demonstrates the significance of embracing complexity.

Adapting to industry shifts: Adam's pivot in response to industry developments showcases the agility needed in contemporary research.

Reinterpreting results: Sarah's reevaluation of negative findings highlights the transformative power of reframing setbacks.

The chapter also addresses common pressures like heavy workloads, fear of competition, and self-doubt. It highlights the significance of self-awareness, getting timely help, and investigating coping techniques.

To summarize, resilience research relies on adaptive techniques, strong support networks, and a holistic approach to well-being. By viewing problems as chances for progress and gaining inspiration from colleagues scholars' experiences, one can traverse the maze of academia with persistence and elegance.

22 Job seeking 

The people who get on in this world are the people who get up and look for the circumstances they want, and if they can’t find them, make them. (George Bernard Shaw at www.quotedb.com)

job seeking:

Timing:

Start thinking about the type of job you want early on, but avoid starting a new job until your thesis is complete to prevent delays.

Self-awareness:

Identify your personality type and seek advice from the institution's careers office to discover suitable job options.

Research Topic Influence:

Your research topic may not limit your job prospects significantly if you focus on developing transferable skills.

Finding Vacancies:

Utilize multiple avenues for job searching, including networking with supervisors, peers, and family friends, as well as online resources like the Prospects website and other job search engines.

Application Preparation:

Utilize documents from your Personal Development Plan (PDP) for job applications. Consider using services like Prospects' CV checking to enhance your application.

Interview Preparation:

Understand your skills and how to articulate them effectively during interviews. Prepare to discuss your involvement in research activities, products, awards, etc. Dress appropriately and maintain a balance between confidence and respect during the interview.

CV Checking Service by Prospects:

Take advantage of Prospects' free CV checking service for constructive feedback on your CV form. Note that this service is available to recent graduates who are EEA nationals.

Timing: It's crucial to strike the right balance between job seeking and completing your research program. Avoid starting a new job until your thesis is complete to prevent delays and ensure maximum productivity.

Self-awareness: Understand your personality type and the types of jobs that align with it. Utilize resources like Myers Briggs and Belbin assessments offered by your institution's career office to gain insights into suitable career paths.

Research topic influence: While your research topic may seem limiting, focus on highlighting transferable skills that are valuable across various industries. Emphasize these skills in your job applications to broaden your employment prospects.

Finding vacancies: Take a two-pronged approach to job searching. Engage with your network, including supervisors, peers, and family friends, to uncover potential opportunities. Additionally, regularly scour newspapers, online job boards, and career websites like Prospects for job openings.

Application process: Leverage the documents developed through your Personal Development Plan (PDP) for job applications. Utilize resources like Prospects' CV checking service to ensure your application materials are polished and professional.

Interview preparation: Prepare thoroughly for interviews by understanding your skills and how they align with the employer's needs. Be adaptable in discussing your skills, using alternative terminology if necessary. Consider creating a limited portfolio showcasing your achievements and be ready to discuss them confidently during the interview.

Professionalism: Dress appropriately for interviews and demonstrate respect towards the interview panel while maintaining a confident demeanor. Highlight your ability to collaborate effectively in team environments while also showcasing your capacity for independent work.

By following these pointers and staying proactive in your job search, you can position yourself for success in finding a fulfilling employment opportunity.

23 Producing the thesis 

Many research students believe that the quality of a thesis necessarily improves with the amount of time taken to prepare it and the number of words it contains. This is not true. (Economic and Social Research Council 1986: 13)

This chapter delves into the preparation and expectations for the oral examination or viva. This phase is crucial for research students in the UK system, as it's where their thesis is scrutinized and defended. Here are some key points:

Preparation: Just like with the thesis, adequate preparation is essential for the viva. Students should familiarize themselves with the process and potential questions.

Format: The viva typically involves a discussion between the student and examiners. It's a chance for the student to defend their work, clarify points, and engage in scholarly debate.

Understanding the Thesis: Students must know their thesis inside out. They should be ready to discuss every aspect, from the research problem to the methodology, findings, and conclusions.

Anticipating Questions: While students can't predict every question, they should be prepared for inquiries about the rationale behind their research, methodology choices, interpretation of results, and implications of their findings.

Defending the Thesis: The viva isn't just about answering questions; it's about defending the thesis. Students should be confident in their work and ready to articulate and justify their decisions and conclusions.

Maintaining Composure: It's natural to feel nervous, but students should strive to remain composed and articulate during the viva. Taking deep breaths, pausing to collect thoughts, and focusing on the task at hand can help manage nerves.

Accepting Feedback: The viva may include constructive criticism or suggestions for improvement. Students should view this feedback as valuable and use it to refine their work further.

Outcome: The viva can result in various outcomes, ranging from outright pass to minor or major revisions. Regardless of the outcome, students should approach it as a learning experience and an opportunity for academic growth.

Preparing for the viva is a significant part of the research journey, and while it can be challenging, it's also a chance to showcase one's expertise and contribution to the field.

Box 23.1 Some things that examiners may be looking for 

• The case for the research problem, focus or theme, etc. (or problems, foci or themes, etc.) 

• Knowledge of the general field in which the work is being set 

• The case for appropriateness of the research design (and all that this entails) 

• The case for the appropriateness of the solutions to the research problem(s) (or conclusions, or outcomes, etc.) 

• The originality of the work 

• The significance of the work 

• The independence of the work 

• Critical ability and personal development on the part of the student 

• The coherence of arguments 

• The balance of quality to quantity 

• General competence (Cryer undated)

Developing a framework of chapters

The general research area and how the research problem, topic, theme or focus was identified and refined

Discussion leading to statements of the research methodology 

• Reports on work done 

• The emerging data 

• The analysis of the data 

 The solutions, conclusions or outcomes to the work 

• A discussion of their applicability and limitations, and the scope for further work.

Developing the content of a chapter

Purposes of the chapter 

• Links with other knowledge (e.g. earlier or later chapters or the work of other people) 

• Constraints (if any, under which the work described had to operate) 

• Work carried out 

• Outcomes of that work 

• Where next? 

Linking chapters into one or more storylines

It should be clear from a chapter’s introduction where that chapter fits into the rest of the storyline, i.e. where it carries on from previous chapters of the thesis. A good technique to accomplish this is to write a few keywords or notes under each of the following headings: 

• Setting the scene for the chapter, i.e. the general area(s) that the chapter considers.

 • The gap in knowledge or understanding which the chapter addresses – usually as identified as an issue in (an) earlier chapter(s).

 • How the chapter fills the gap. 

• A brief overview of what is in the chapter.

The concluding section or paragraph of a chapter (except of course for the final chapter) should show how the theme of the chapter is carried on elsewhere in the storyline/thesis. The technique for doing this consists of writing a few keywords or some notes under each of the following headings: 

• What the chapter has done 

• What new questions the chapter has identified 

• Where these questions are dealt with.

Box 23.2 An example from one institution of how the requirements on lengths of theses differ from one field of study to another University of London Ordinance 12 requires that the length of the [PhD] thesis in any field shall not, other than in the most exceptional circumstances, exceed 100,000 words inclusive of footnotes and appendices, other than documentary or statistical appendices, and exclusive of bibliography. This word limit and those below do not apply to editions of a text or texts. In the following fields the thesis shall not normally exceed the number of words indicated, but a candidate wishing to exceed the prescribed limit may apply for permission to the College through his/her supervisor, such application being made in writing at least six months before the presentation of the thesis: 

• Archaeology: 60,000 words, exclusive of maps, bibliography, and data 

• Biology: normally 65,000 words, exclusive of experimental data, appendices and bibliography 

• Classics: 80,000 

• Crystallography: 60,000, exclusive of tables and figures 

• Geography: 75,000 

• Geology: 60,000 

• German: 80,000, exclusive of quotations from primary and secondary texts 

• Materials Science: 40,000–50,000 and in any event not exceeding 80,000 (exclusive of any accompanying data in microfiche form) 

• Philosophy: 75,000 (University of London, Birkbeck 2005)

Box 23.3 

Finding an acceptable end-point for a thesis A dissertation [thesis] is never finished, it is just abandoned at the least damaging point. (Race 1999: 121)

Producing the abstract

The abstract of the thesis is probably the first place that examiners are likely to look. So it is worth making it good; to provide an enticing and accurate orientation to what is to follow. Abstracts should be written after the bulk of the thesis is written. That is the only way that anyone can write confidently about what is there. Your supervisor will doubtless want to give an input, but you can make a first draft as follows: 

1 Write the first sentence on why/how the work described in the thesis is significant and original. 2 Write the last sentence on the implications of the work. 

3 Sandwich in between a summary of the work in no more than a few paragraphs. 

4 Edit the above together so that the resulting abstract answers the questions of what you did, why you did it, how you did it and the major results in qualitative terms. 

5 Edit again to the requirements of length given in the institutional regulations.

Box 23.4 A checklist for the elements of a thesis, subject to institutional regulations Not all of the following elements are required in a thesis. Much depends on the norms of the discipline, the level of the thesis and institutional requirements. 

• Consent form of some sort 

• Title page showing the officially approved thesis title, full name of candidate, title of degree and name of institution 

• Abstract 

• Dedication 

• Preface/acknowledgements 

• Table of contents 

• Lists of tables, figures, etc 

• Main text of thesis 

• Appendices

 • Bibliography 

• References 

• Glossary 

• Index (Cryer undated)

24 Handling the oral/viva/thesis defence

Ultimately the goal is not just to survive your viva, it is to do well, to do yourself justice . . . to give an excellent performance on the day. (Murray 2003: 10)

Handling the oral/viva/thesis defense:

Understanding the Examination Process: Familiarize yourself with the two-part examination process, including thesis submission and oral examination (viva). Understand the significance of the viva in evaluating your work.

Thesis Submission: Ensure timely submission of your thesis according to institutional regulations. Your supervisor may suggest an external examiner, but you can also participate in the selection process.

Importance of the Viva: Recognize that while the thesis's quality is preliminarily assessed before the viva, your performance during the oral examination can significantly impact the final outcome.

Conducting the Viva: Expect variations in viva formats. Typically lasting one to three hours, the external examiner usually chairs the viva. Prepare for questions directed at specific thesis passages and be ready to discuss potential further developments of your work.

Preparing Yourself: Consider engaging in mock oral examinations to prepare. Familiarize yourself with your examiners' work and examination styles. Revisit your thesis before the viva, anticipating potential questions and criticisms.

Setting Up Tokens of Appreciation: In some departments, it's customary to offer tokens of appreciation to supervisors or organize celebrations for fellow students. Plan these in advance, adhering to departmental norms.

Dressing Appropriately: Choose smart, businesslike attire for the viva to convey professionalism and respect for the occasion.

Conducting Yourself: Remain composed and attentive during the viva. Engage in discussions thoughtfully, backing your responses with evidence from your thesis. Avoid becoming defensive and seek clarification when needed.

Preparing for the Result: While some examiners may indicate a pass early on, don't assume this outcome. Be prepared for minor amendments or, in some cases, more substantial revisions. Understand the possible outcomes, including failure or an MPhil award instead of a PhD.

By addressing these points and adequately preparing for your viva, you can increase your chances of delivering an excellent performance and doing justice to your work.

Box 24.1 

Some general points about orals/vivas There is no such thing as a standard viva, but a few general points should be borne in mind. A candidate will not be expected to answer questions from memory and examiners will specify pages or passages in the thesis and allow time to look at them. Usually an examiner will give a general indication of how he or she feels about the thesis including areas of approval or of possible concern. Questions about what worries an examiner should not be taken as a sign that the candidate will be failed, but it is important that they should be answered directly and backed by references to the text of the thesis itself. Finally a candidate should always be prepared to discuss how the work presented by the thesis might be developed further especially for publication. (Smith 1991: 56)

Box 24.2 

The pros and cons of a mock oral/viva Mock vivas are not a good substitute for long term preparation . . . Students should not regard a mock viva that examines the whole, or, part, of the thesis as a trial run for the content of the actual oral examination. The specific questions asked in mock vivas and actual vivas are frequently very different . . . Vivas can have diverse content depending on the examiners’ views of the standard of the thesis being examined and about what types of knowledge a PhD candidate should possess. So, for example, a candidate whose thesis is judged to be borderline may receive a different type of viva in terms of content from a candidate whose thesis is judged as strong. (Tinkler and Jackson 2004: 133)

Box 24.3 

Some questions to prepare for in the oral examination/viva/thesis defence 

a) The ‘context’ of your research – which debates, issues, problems it is addressing. 

b) The ‘red thread’ of your research – the idea that binds it together. 

c) Its main findings, i.e. your (major) contribution(s) to knowledge. It is one of the classic opening gambits of external examiners, after an initial question to set the candidate at ease, to ask a question along these lines. (Clark 1991: 45)

Suggestions and points to ponder 

• What can you find out about your external examiner’s examining style?

 • What can you find out about your external examiner’s own work? 

• What can you usefully find out about your internal examiner?

 • With the aid of staff and other students, develop a set of simple questions that examiners are likely to use to open the proceedings. 

• Prepare responses to these questions, orientated towards giving the impression that you are thoughtful and honest and that you appreciate what a research degree ought to be about. 

• Read through your thesis as if you were an examiner trying to criticize aspects of it, and develop a defence. Check this out, preferably with your supervisor, to make sure that it is reasonable and not defensive. 

• Prepare – with due sensitivity – some questions to ask or issues to raise with the examiners if it seems appropriate. 

Conducting yourself in the oral/viva

There are, however, a few guidelines on conducting yourself: 

• Take a pen and paper into the examination, along with your thesis. 

• Act with composure. Say good morning or good afternoon when you enter the room, but do not speak again until you are spoken to, or until the discussion reaches the stage of exhilarated debate. The examiners will want you to be pleasant but they will not be impressed by gregariousness. 

• Sit squarely on the chair, not poised on the edge. If there is anything about the room arrangement that disturbs you, ask politely for it to be changed. 

• Show that you are listening attentively to the examiners’ questions. They will expect you to argue, but try to do so without emotion, on the basis of evidence and keeping personalities out of it, showing that you take others’ points of view seriously, even if you do not agree with them. If you are in doubt about what examiners mean or whether you have answered a question in the way they are expecting, ask for clarification. Don’t defend every point; be prepared to concede some, but not too many. 

• Don’t hesitate to jot points down on paper if this helps you think.

 25 Afterwards! 

There is no security on this earth; there is only opportunity. (Douglas MacArthur at www.quotationspage.com)

Dealing with Amendments: Typically, examiners may require amendments to the thesis, ranging from minor revisions to more substantial changes. It's advisable to address these promptly while the work is still fresh in your mind.

Seeking Support: If awarded an MPhil instead of a PhD or encountering serious issues, discuss the matter with supervisors. Students' unions can provide professional advice on appeals if necessary.

Managing Emotions: While elation is common, other emotions like detachment or lack of purpose may arise due to the significant life transition. Over time, pride and confidence in your expertise should prevail.

Taking a Break: Consider taking a short holiday to mark the end of your student life and prepare for the next stage of your career.

Regarding publishing the thesis:

Considering Publication: Assess whether to publish your research as a book, considering its wider appeal beyond academia. This entails a different approach than journal publications, focusing on impactful presentation and implications of results.

Engaging Publishers: Research publishers aligned with your book's scope and discuss your ideas with editors. Draft a contents list and a chapter for initial discussions, but be prepared to adapt based on publisher requirements.

Transitioning into your career:

Utilizing Developed Skills: Recognize the value of skills acquired during your research program, both discipline-specific and personal-transferable skills. These skills are invaluable for your professional development, regardless of your career path.

Embracing Lifelong Learning: Understand the importance of continuous learning and adaptation in your career. Identify learning needs and proactively seek opportunities for professional and personal growth, embodying the concept of lifelong learning.

By addressing these points, you can effectively manage the outcome of your examination, navigate the publishing process, and transition into your future career with confidence and resilience.

Box 25.1 

Skills for succeeding in your career The following comment is from the co-author of ‘Skills for Graduates in the 21st Century’, a report by the Association of Graduate Recruiters: Will graduates need IT skills? Of course they will. Will they need foreign language skills? Of course they will. But will those skills be the defining skills of the 21st century? I don’t think so. The skills for the future include self-promotion, action planning, networking, coping with uncertainty and ‘political awareness’ – or an understanding of the hidden tensions and power struggles within organisations. (Jonathan Winter, as reported by Simon Targett in Times Higher Education Supplement 1995: 5)

Box 25.2 

Recognizing the obstacles to career advancement The first step in dealing with obstacles to career advancement is to recognize them, for which the following list is revealing. It was written for women, but minor adaptation can make it useful, either generally or for specific disadvantaged groups. 

• Old-school tie network 

• People staying in positions a long time 

• Barriers in larger traditional, male-dominated organisations 

• Less mentoring (formal and informal) for women 

• Lack of confidence 

• Dislike of playing office politics 

• False assumption that competence and ability are enough (Bogan 1999: 9)

Box 25.3 

Planning the direction of a career path Career planning for those in the fast lane is not scientific. It is mostly to do with spotting and taking advantage of opportunities. (Mileham 1995) 

There is no such thing as a career path – it’s crazy paving, and you have to lay it yourself. (Robin Linnecar, as quoted in Association for Graduate Recruiters 1995: 12)

Handling the outcome of the examination 

Publishing the thesis 

Into the rest of your life and career

Appendix: 

Skills training requirements for research students: 

Joint Statement by the UK Research Councils

Taken from the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 1: Postgraduate Research Programmes (QAA 2004).

Introduction The research councils play an important role in setting standards and identifying best practice in research training. This document sets out a joint statement of the skills that doctoral research students funded by the research councils would be expected to develop during their research training. 

These skills may be present on commencement, explicitly taught, or developed during the course of the research. It is expected that different mechanisms will be used to support learning as appropriate, including self-direction, 

(* Originally the joint statement was from the UK Research Councils and the Arts and Humanities Research Board (AHRB), but now, as the AHRB is itself a research council, the statement has been amended at the request of Communications at QAA.)

Supervisory and mentoring assistance, departmental support, workshops, conferences, elective training courses, formally assessed courses, and informal possibilities. The research councils would also like to reiterate their belief that training in research skills and techniques is critical to the development of a research student, and that PhD students are expected to make a significant, original contribution to knowledge in their field, which typically leads to published work. The acquisition of broader employment-related abilities should not detract from the primary goal.  

The goal of this statement is to provide a shared understanding of the abilities and experience of a typical research student, providing universities with a clear and consistent message targeted at assisting them in ensuring that all research training is of the highest quality across all disciplines. This publication is not intended to give assessment standards for research training.

Each council/board is anticipated to have extra requirements that are relevant to their field of interest, as well as their own measures for evaluating research training within universities.

A) Research Skills and Techniques – to be able to demonstrate: 

• the ability to recognise and validate problems 

• original, independent and critical thinking, and the ability to develop theoretical concepts 

• a knowledge of recent advances within one’s field and in related areas

 • an understanding of relevant research methodologies and techniques and their appropriate application within one’s research field 

• the ability to critically analyse and evaluate one’s findings and those of others 

• an ability to summarise, document, report and reflect on progress

B) Research Environment – to be able to: 

• show a broad understanding of the context, at the national and international level, in which research takes place 

• demonstrate awareness of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research, e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the requirements of the Data Protection Act

• demonstrate appreciation of standards of good research practice in their institution and/or discipline 

• understand relevant health and safety issues and demonstrate responsible working practices 

• understand the processes for funding and evaluation of research 

• justify the principles and experimental techniques used in one’s own research

 • understand the process of academic or commercial exploitation of research results 

C) Research Management – to be able to: 

• apply effective project management through the setting of research goals, intermediate milestones and prioritisation of activities 

• design and execute systems for the acquisition and collation of information through the effective use of appropriate resources and equipment 

• identify and access appropriate bibliographical resources, archives, and other sources of relevant information 

• use information technology appropriately for database management, recording and presenting information 

D) Personal Effectiveness – to be able to: 

• demonstrate a willingness and ability to learn and acquire knowledge 

• be creative, innovative and original in one’s approach to research 

• demonstrate flexibility and open-mindedness 

• demonstrate self-awareness and the ability to identify own training needs 

• demonstrate self-discipline, motivation, and thoroughness 

• recognise boundaries and draw upon/use sources of support as appropriate 

• show initiative, work independently and be self-reliant

E) Communication Skills – to be able to: 

• write clearly and in a style appropriate to purpose, e.g. progress reports, published documents, thesis 

• construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally through a variety of techniques 

• constructively defend research outcomes at seminars and viva examination

 • contribute to promoting the public understanding of one’s research field 

• effectively support the learning of others when involved in teaching, mentoring or demonstrating activities

F) Networking and Teamworking – to be able to: 

• develop and maintain co-operative networks and working relationships with supervisors, colleagues and peers, within the institution and the wider research community 

• understand one’s behaviours and impact on others when working in and contributing to the success of formal and informal teams 

• listen, give and receive feedback and respond perceptively to others

G) Career Management – to be able to: 

• appreciate the need for and show commitment to continued professional development 

• take ownership for and manage one’s career progression, set realistic and achievable career goals, and identify and develop ways to improve employability 

• demonstrate an insight into the transferable nature of research skills to other work environments and the range of career opportunities within and outside academia

 • present one’s skills, personal attributes and experiences through effective CVs, applications and interviews

The chapter "Handling the Outcome of the Examination" in Pat Cryer's "The Research Student's Guide to Success" (Third Edition) provides thorough assistance on navigating the aftermath of completing a postgraduate degree, with a special emphasis on the final examination procedure. The chapter expertly addresses critical topics such as dealing with thesis changes, requesting assistance from supervisors and related resources, and managing the range of emotions that accompany this momentous milestone. The emphasis on making necessary changes while the material is still fresh in the student's mind exemplifies a practical approach to assuring successful completion. Furthermore, the chapter provides useful insights into the emotional path following an examination, identifying the frequent sentiments of elation, detachment, and a sense of purposelessness, while also emphasizing the eventual emergence of pride and confidence. Furthermore, the suggestion to take a short sabbatical to mark the end of the student phase and prepare for the next career stage adds a thinking element to the practical advice presented. Regarding "Publishing the Thesis," the book provides a nuanced view on the transition from academic writing to book publication, highlighting considerations for broadening the appeal of the research and effectively dealing with publishers. By emphasizing the significance of effective presentation and implication-focused content, the book provides readers with the tools they need to confidently navigate the publication process. Finally, in "Transitioning Into Your Career," the book emphasizes the importance of the skills learned during the research program and advocates for lifelong learning as a key component of professional development. Overall, "The Research Student's Guide to Success" is a comprehensive and informative guide for postgraduate students, offering practical counsel and nuanced insights to help them negotiate the challenging terrain of completing a research program and moving on to the next stage of their careers.

Pat Cryer, who is now serving as a Visiting Professor for the Development of Graduate Education, has showed an exceptional commitment to improving the postgraduate research experience. She has led initiatives to better understand the requirements of both research students and their supervisors, converting her findings into real support measures. Her establishment of a national network for academics focused on postgraduate issues, as well as the publication of a series of postgraduate guides in collaboration with the Society for Research into Higher Education and the Times Higher Education Supplement, demonstrate her commitment to providing practical solutions and resources to the academic community. Cryer's diligent efforts demonstrate her profound grasp of the obstacles that postgraduate students encounter, as well as her unshakable devotion to helping them succeed academically.

Pat Cryer's efforts in creating "The Research Student's Guide to Success" are admirable, and they represent her extensive knowledge of graduate education. Cryer has methodically produced a thorough reference to the needs of postgraduate research students and their supervisors, drawing on her significant experience and study. Her commitment to offering practical assistance is clear throughout the book, which serves as an invaluable resource for both students and academics. Cryer has made a tremendous contribution to the academic community by condensing complicated concepts into simple and actionable counsel, allowing research students to confidently and successfully manage their academic pursuits.

Evaluation:

"The Research Student's Guide to Success" demonstrates Cryer's competence in helping research students through all stages of their academic careers. The book's simple and accessible writing style, along with a plethora of practical examples and concrete advice, making it an important resource for graduate students from all fields. Furthermore, the third edition's changes reflect the changing terrain of academic research, ensuring that it remains relevant in an increasingly digital , constantly changing, and interdisciplinary world.

Conclusion:

In conclusion, Pat Cryer's "The Research Student's Guide to Success" (Third Edition) is an invaluable resource for graduate students navigating the difficulties of academic research. Whether working on a master's thesis or a doctoral dissertation, students will find Cryer's advice invaluable in meeting their research objectives. This book provides readers with the knowledge and abilities they need to succeed, allowing them to embark on their scholarly journeys with confidence and competence.

[ Rating: ⭐⭐⭐⭐⭐ (5/5)]