Questions to get started on refining the research question

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refining the topic, research questions

By Cally Guerin

It’s the start of the new academic year in Australia, and my thoughts have turned to those new PhD candidates who are just starting out on their projects. It’s an exciting and challenging time – for students and supervisors. I’ve put together a few ideas about those early steps related to refining research questions when commencing a new project.

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Internal alignment in doctoral writing: questions, methods, theory….

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research writing, thesis structure, thesis writing

By Susan Carter

I’m writing this as I prepare a two-hour workshop for a group of doctoral students who mostly work in Education. Our thinking work together will be premised upon an article that I have just read (Twining, Heller, Nussbaum, and Tsai, 2017). If you are able to access this, you’ll have a good resource for doctoral students, who often have difficulty with how they are expected to write about their study’s epistemology and ontology.

I’ve sent this article in advance to the students who’ll be coming to my class, since it devotes a few paragraph to the need for ‘internal alignment’ in research writing. If you cannot access the article, it would still be possible to run a workshop in which doctoral students talk about how their research design links to their epistemological position, and how the bits of their thesis tie logically together within that framework.

Doctoral writing: How good is good enough?

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final stages of PhD, Staying realistic with writing, writing skills development

By Susan Carter

Commonly there is some uncertainty about when a doctorate is ready for submission. The criteria for a PhD are expressed in rather broad terms. Exactly how patently must critical analysis of literature be demonstrated to reach doctoral standard?  Just how significant must the contribution to knowledge be in a doctoral thesis compared to a masters thesis? How thoroughly must understanding of theory and methodology be shown? This post considers how supervisors and candidates can judge when the doctorate is good enough to face examination.

5 myths about doctoral writing

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academic writing misconceptions, literature review, writing conclusions, writing style

By Cally Guerin

Over the years I’ve noticed that doctoral writers sometimes come to their work with unhelpful ideas about what makes for good academic writing. Today I’d like to bust a few of those myths so that researchers can produce the kind of writing that is required, without going down the paths that waste time or obscure the central messages of the writing.

1. Nothing new in the Conclusion

One of the misconceptions that disrupts good thesis writing is the idea that there must be nothing new in the Conclusion.

My questions now: preparing a thesis conclusion

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Thesis Conclusions, writing conclusions

By Cally Guerin

Conclusions continue to be a challenge for thesis writers, not least because they need to bring together a whole range of ideas and step back from the detail to look at the bigger picture of what all these words and findings mean. This is the moment when examiners are assessing whether the whole text has persuaded them that, yes, this thesis makes an original and significant contribution to knowledge in its field and is therefore worth a PhD. Yet, as Trafford, Lesham and Bitzer (2014) point out, a surprising number of theses fail to make a direct statement about the originality of the research and its contribution; in fact, some don’t even have a chapter labelled ‘Conclusion’. While it is still possible to succeed in exhibiting ‘doctorateness’ without fulfilling the standard requirements, my own approach is to make it as easy as possible for readers (here I mean examiners) to identify the elements they are looking for and thus be firmly confident that the thesis meets the established criteria.

‘Impact’ is important for published researchers, but what does it mean for doctoral writers?

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Impact and thesis writing, Significance of research

By Claire Aitchison

These days there is an increasing expectation that research has ‘impact’. There is more to this than government policy (such as Australia’s Engagement and Impact Assessment). The impact agenda has particular resonance in a world where research funding is increasingly constrained and universities compete for influence and reputation in order to attract funding. ‘Impact’ also connects to quality, and accountability.

Impact is sometimes narrowly conceived of as countable measures of the uptake of research (ie publications, citations and grants) but it also includes less easily quantifiable things like influence on practice, resultant applications, the generation of new ideas and outcomes, and longer-term subtle change. This perspective relates to ideas about the public good and the public intellectual – in other words, it is about being connected to, and giving back to, society.

But how does this impact agenda affect doctoral research and writing?

I think there might be a number of ways. Firstly, considerations of ‘impact’ can constrain or influence the choice of doctoral research topic. For example, an aspiring doctoral candidate may have a personal passion or interest in floral art – but is this alone worthy of 4 years of public funding? If, however, their research concerns the re-imagination of the cultural aesthetic, an exploration of commercial value, or the preservation of endangered flora for floristry, the potential impact becomes clear because the benefit of the research is clear.