| Preface |
| On becoming a research student / Chapter 1： |
| The nature of doctoral education |
| The psychology of being a research student |
| The aims of this book |
| Action summary |
| Getting into the system / Chapter 2： |
| Choosing the institution and field of study |
| The scientific research programme |
| Eligibility |
| Grants and research support |
| Distance supervision? |
| Choosing your work context |
| Selecting your supervisor |
| Starting out as a research student |
| Myths and realities of the system |
| The ''ivory tower'' |
| Personal relationships |
| Teamworking |
| The nature of the PhD qualification / Chapter 3： |
| The meaning of a doctorate |
| Becoming a fully professional researcher |
| Differences between the MPhil and the PhD |
| Aims of students |
| Aims of supervisors |
| Aims of examiners |
| Aims of universities and research councils |
| Mismatches and problems |
| How not to get a PhD / Chapter 4： |
| Not wanting a PhD |
| Not understanding the nature of a PhD by overestimating what is required |
| Not understanding the nature of a PhD by underestimating what is required |
| Not having a supervisor who knows what a PhD requires |
| Losing contact with your supervisor |
| Not having a thesis |
| Taking a new job before finishing |
| How to do research / Chapter 5： |
| Characteristics of research |
| Intelligence-gathering - the ''what'' questions |
| Research - the ''why'' questions |
| Characteristics of good research |
| Research is based on an open system of thought |
| Researchers examine data critically |
| Researchers generalize and specify the limits on their generalizations |
| Hypothetico-deductive method |
| Basic types of research |
| Exploratory research |
| Testing-out research |
| Problem-solving research |
| Which type of research for the PhD? |
| The craft of doing research |
| The form of a PhD thesis / Chapter 6： |
| Understanding the PhD form |
| Background theory |
| Focal theory |
| Data theory |
| Contribution |
| Detailed structure and choice of Chapter headings |
| The concept of originality |
| Writing the thesis Writing as a process of re-writing Different types of writers Getting down to it the thesis itself |
| Alternative thesis styles |
| To publish or not to publish prior to submission? |
| The PhD process / Chapter 7： |
| Psychological aspect sent husiasm isolation increasing interest in work transfer of dependence from the supervisor to the work boredom frustration a job to be finished euphoria |
| Others ''getting in first'' |
| Practical aspects time management the duration of the process the stages of the process |
| Redefining long-term and short-term goals |
| The importance of deadlines |
| Self-help and peer support groups |
| Internet groups |
| Teaching whilst studying for a PhD Casual teaching Teaching assistantships |
| How to manage your supervisors / Chapter 8： |
| The supervisory team |
| The supervisory team''s limitations |
| What supervisors expect of their doctoral students |
| Supervisors expect their students to be independent |
| Supervisors expect their students to produce written work that is not just a first draft |
| Supervisors expect to have regular meetings with their research students |
| Supervisors expect their research students to be honest when reporting on their progress |
| Supervisors expect their students to follow the advice that they give, when it has been given at the request of the postgraduate |
| Supervisors expect their students to be excited about their work, able to surprise them and fun to be with! |
| The need to educate your supervisors |
| How to reduce the communication barrier |
| Improving tutorials |
| Changing supervisors |
| Inappropriate personal relationships in supervision |
| How to survive in a predominantly British, white, male, full-time, heterosexual academic environment / Chapter 9： |
| Part-time students |
| Overseas students |
| Settling in to Britain |
| Expressing yourself in English |
| The culture of British doctoral education |
| Ethnic minorities |
| Racial harassment |
| Women students |
| Difficulties concerning legitimacy of topics and methodology |
| Problems of communication, debate and feedback |
| Scarcity of academic role models |
| Sexual harassment and exploitation |
| Gay, lesbian, bisexual and trans-gender students |
| Heterosexist harassment |
| Mature students |
| Students with disabilitiesdisability legislation |
| Har[$$$] |
| Preface |
| On becoming a research student / Chapter 1： |
| The nature of doctoral education |
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図書