Doctorates downunder : keys to successful doctoral study in Australia and New Zealand

242 Pages·2006·1.402 MB·English

by  Evans, Terry, Denholm, Carey J.

R E D N U N W O D
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Doctorates Downunder: Keys to successful doctoral study in Australia and New Zealand
is a comprehensive collection of essays designed to guide prospective and current doctoral NT
candidates through the amazing journey of doctoral study. Doctorates Downunder includes UO
chapters on beginning candidature, selecting a supervisor, count ering isolation and engaging
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support structures, working with industry, ethics, research skills and strategies, personal
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obstacles to completion, and maintaining an effective study, work and life balance. W
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Carey Denholm and Terry Evans have brought together over thirty highly experienced
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deans of graduate studies, doctoral supervisors and academics to provide clear and practical
advice for doctoral candidates in Australia and New Zealand. Every doctoral candidate, DS
whatever the discipline or circumstance, will fi nd this book an invaluable resource throughout
their candidature.
Carey Denholm is Professor and Dean of Terry Evans is Professor and Associate E Edited by Carey Denholm and Terry Evans
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Graduate Research at the University of Dean of Education (Research) at Deakin
i Foreword by Nobel Laureate Peter Doherty
Tasmania. He holds degrees in primary University. He is responsible for the Faculty t
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and special education, counselling and of Education’s doctoral program, which has
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educational psychology. In his role as candidates from many nations—especially

Dean, Denholm has responsibility for Australia and New Zealand. He has supervised b
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graduate research supervision and training, many doctoral students over 20 years and

and regularly conducts workshops and has worked to support and encourage D
seminars for candidates and supervisors. doctoral students through to completion. e
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Denholm is a recipient of the University of He has research and scholarly interests in
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Tasmania Teaching Excellence Award, the doctoral policy and practice; particularly, the
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Vice Chancellor’s Award for Outstanding nature of the doctoral experience for part-
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Community Engagement and is a member time students and the impact on their lives, m
of the Executive of the Australian Deans communities and workplaces. Evans was
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and Directors of Graduate Studies. awarded a three-year Australian Research
n Successful
Council Linkage Grant in 2003, and is a
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member of the Executive of the Australian K E YS TO
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Deans and Directors of Graduate Studies.
ISBN 0-86431-429-9 v
a Doctoral Study
n
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9 780864 314291
I N AU S T R A L I A & N E W Z E A L A N D
D o c t o r a t e s
D ow n u n d e r
KEYS TO SUCCESSFUL DOCTORAL STUDY
IN AUSTRALIA AND NEW ZEALAND
Edited by Carey Denholm
and Terry Evans
ACER Press
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First published 2006
by ACER Press
Australian Council for Educational Research Ltd
19 Prospect Hill Road, Camberwell, Victoria 3124
Copyright © Carey Denholm and Terry Evans 2006
All rights reserved. Except under the conditions described in the Copyright Act
1968 of Australia and subsequent amendments, no part of this publication may
be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the
written permission of the publishers.
Edited by Anne Findlay, Editing Works Pty Ltd
Cover design and typesetting by Mason Design
Printed by Shannon Books
National Library of Australia Cataloguing-in-Publication data:
Doctorates Downunder : keys to successful doctoral study in
Australia and New Zealand.
ISBN 0 86431 429 9.
1. Doctor of philosophy degree - Australia.
2. Doctor of philosophy degree - New Zealand.
3. Universities and colleges - Australia - Graduate work.
4. Universities and colleges - New Zealand - Graduate work.
I. Denholm, Carey J. II. Evans, Terry D. (Terry Davis).
378.1550993
Visit our website: www.acerpress.com.au
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Foreword
A rite of passage for many university-trained members of our society is the post-
graduate research degree. For some the doctorate represents a necessary step on
a career path, for others it provides the opportunity to test whether their indi-
vidual strength is to go in depth and probe some aspect of evidence-based reality.
In every case, the candidate learns new skills—including a capacity to deal with
both failure and success—that can be invaluable in a rapidly changing world.
What distinguishes a US university from, for instance, a liberal arts college,
is that a university must support substantial PhD programs. Both types of insti-
tutions can provide outstanding educational experiences, but one is more involved
in generating, rather than simply imparting, knowledge. Prior to World War II,
no Australian university awarded the PhD degree. Those wanting to embark on
a doctorate can now, depending on their area of interest, choose from a spectrum
of excellent programs in a diversity of Australian universities. Unlike the situ-
ation in the US, many will continue in the same institution where they received
their undergraduate training. The experience here also differs from the US in
that, as in the UK, the more specialised Australian undergraduate degree often
obviates the need for further course work.
In general, Australian science PhD graduates who go overseas for post-
doctoral work are considered to be well-trained, and have a reputation for hard
work and commitment. Most are younger than their US counterparts, who will
often have spent five or six years in a PhD program compared with the typical
three or four years for an Australian or UK graduate. In all countries, a PhD in
the liberal arts may, of course, involve a much more protracted experience.
Though this multi-author book is primarily written for those embarking on
postgraduate research training in Australia and New Zealand, it also contains
a great deal of wisdom that could usefully be applied anywhere. The human
problems that can arise between supervisor and student are universal, as are the
challenges that face anyone when they first embark on a career that requires a
rigorous devotion to data, analysis and experiment.
What many in the broader community miss, including some involved in
science communication and administration, is that the only way to really under-
stand the science game is to serve a necessary apprenticeship as a practitioner,
not just an observer. A research degree is an invaluable training for those who
will later teach science, even if they do not continue with investigative work.
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FOREWORD
This is a volume by people who have been there, done that, and are now well-
placed to pass on their basic understanding to others. Any intending or current
graduate student can dip into the various chapters with profit. Most established
investigators and research administrators learn their trade by default and, apart
from recognising themselves in some of what is written here, they also stand to
gain useful insights by reading how others handle the various types of situations
that inevitably arise. It is, in short, a useful and informative book that should have
a wide appeal within both the junior and senior academic communities.
Laureate Professor Peter C. Doherty, AC FAA FRS
The University of Melbourne
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Contents
Foreword iii
Acknowledgement viii
About the editors ix
Authors x
CHAPTER 1 Introduction 1
Carey Denholm and Terry Evans
SECTION 1
Beginning candidature 5
CHAPTER 2 Map, food, equipment and compass—preparing for
the doctoral journey 6
Brian Edwards
CHAPTER 3 The process of supervisor selection 15
Sarah Wilks
CHAPTER 4 Managing the relationship with your supervisor(s) 23
Mary Krone
SECTION 2
Engaging your support systems 33
CHAPTER 5 Countering isolation—joining the research community 34
Linda Conrad
CHAPTER 6 Peer support groups 41
Kath Fisher
CHAPTER 7 The librarian—the candidate’s forgotten friend 50
Peter Macauley
SECTION 3
Being strategic 59
CHAPTER 8 University–industry links—the big picture 60
Helene Marsh
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CONTENTS
CHAPTER 9 University–industry links—the ‘front line’ 68
Philip Brown
CHAPTER 10 Taking charge: Using personal learning plans 76
Coralie McCormack, Margaret Kiley, Bill Maher and Allan Cripps
SECTION 4
The graduate research experience 87
CHAPTER 11 Generic skills training 88
Margaret Zeegers and Deirdre Barron
CHAPTER 12 On being a critical researcher 95
Robyn Barnacle
CHAPTER 13 On being an ethical researcher 104
Justin Denholm
CHAPTER 14 Sustaining inspiration and motivation 112
Jacqueline Rowarth and Pam Green
SECTION 5
Special considerations 121
CHAPTER 15 Some personal obstacles to completion 122
Carey Denholm
CHAPTER 16 Studying with a disability or chronic illness 129
Christopher Newell
CHAPTER 17 Part-time candidature—balancing candidature, work
and personal life 136
Terry Evans
SECTION 6
Communicating your research 143
CHAPTER 18 Effective oral presentations during candidature 144
Carey Denholm
CHAPTER 19 Publishing from your doctorate 151
Frances Martin
CHAPTER 20 Text features and aids in doctoral writing 159
Jill Scevak
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CONTENTS
SECTION 7
Preparing the thesis 165
CHAPTER 21 Argumentation 166
Erica McWilliam
CHAPTER 22 Writing as a research tool 175
Robyn Owens
CHAPTER 23 Thinking and writing for your thesis 182
Robert Cantwell
CHAPTER 24 Research skills and writing a thesis 191
Gilah Leder and Lloyd Holliday
SECTION 8
Preparing for examination 199
CHAPTER 25 Opening the black box: How examiners assess your thesis 200
Margaret Kiley and Gerry Mullins
CHAPTER 26 Oral examinations 208
Jacqueline Rowarth and Graeme Fraser
SECTION 9
The ‘end game’ 217
CHAPTER 27 Preparing for postdoctoral life 218
Alan McAlpine
CHAPTER 28 ‘Doctored’ downunder! 226
Carey Denholm and Terry Evans

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Acknowledgement
We would like to acknowledge the friendship and collegiality of the members
of the Australian Council of Deans and Directors of Graduate Studies. Their
enthusiasm for improving the quality of doctoral education downunder energised
and encouraged us to produce this book.
Carey Denholm and Terry Evans
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About the editors
Carey Denholm is Professor and Dean of Graduate Research at the University
of Tasmania. He holds degrees in primary and special education, counselling and
educational psychology. His PhD was completed at the University of Victoria,
Canada where he examined the impact of hospitalisation on adolescent patients.
In his role as Dean, Carey has responsibility for graduate research supervision and
training and regularly conducts workshops and seminars for both candidates
and supervisors. Carey is a Registered Psychologist and the former Chair of the
Australian Psychological Society College of Educational and Developmental
Psychology. He is a recipient of the University of Tasmania Teaching Excellence
Award, the Vice Chancellor’s Award for Outstanding Community Engage-
ment and is a member of the Executive of the Australian Deans and Directors
of Graduate Studies.
Terry Evans is Professor and Associate Dean of Education (Research) at Deakin
University where he is responsible for the Faculty’s doctoral program. He has
supervised many doctoral students over a period of 20 years and has worked to
support and encourage doctoral students through to completion. He has research
and scholarly interests in doctoral policy and practice. In particular, he has focused
on the nature of the doctoral experience for part-time students and the impact
that their doctoral work has on their lives, communities and workplaces. In 2003
he was awarded a three-year Australian Research Council Linkage Grant with
Margot Pearson and Peter Macauley entitled: Working students: reconceptualising
the doctoral experience. This project substantially rests on the work of two PhD
scholarship holders, Jim Cumming and Kevin Ryland, who are investigating
the place of work in the lives of full-time and part-time students, respectively.
Terry is a member of the Executive of the Australian Deans and Directors of
Graduate Studies.
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