Helping students demonstrate mastery of doctoral threshold concepts

Gina Wisker; Margaret Kiley

Helping students demonstrate mastery of doctoral threshold concepts

Gina Wisker, Margaret Kiley

University of Brighton

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter

Abstract

Research into the characteristics of successful PhD theses (See for example Bourke, Hattie, & Anderson, 2004; Holbrook & Bourke, 2004; Kiley & Mullins, 2004; Lovitts, 2007; Mullins & Kiley, 2002) suggests that examiners expect to see evidence of a variety of relatively abstract rather daunting achievements and skills. We propose that this might be because satisfactory completion of a PhD indicates both a contribution to knowledge as well as providing evidence of conceptual, critical and creative research and articulation. This evidence demonstrates a range of related disciplinary or inter-disciplinary understandings and skills at the doctoral level. Terms such as ‘conceptual framework', ‘critical perspective', ‘contribution to knowledge' and their abstract indicators are examples of those rather elusive aims in doctoral research. For candidates to be able to bring such achievements into their writing, focused, accessible and timely feedback from supervisors is essential.

Original language	English
Title of host publication	Developing research writing: a handbook for supervisors and advisers
Editors	S. Carter, D. Laurs
Place of Publication	London
Publisher	Routledge
Pages	173-178
Number of pages	6
ISBN (Electronic)	9781315541983
ISBN (Print)	9781138688148
Publication status	Published - 10 Aug 2017

Bibliographical note

This is an Accepted Manuscript of a book chapter published by Routledge in Developing research writing: a handbook for supervisors and advisers on 10/08/2017, available online: https://www.routledge.com/Developing-Research-Writing-A-Handbook-for-Supervisors-and-Advisors/Carter-Laurs/p/book/9781138688155

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Cite this

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title = "Helping students demonstrate mastery of doctoral threshold concepts",

abstract = "Research into the characteristics of successful PhD theses (See for example Bourke, Hattie, & Anderson, 2004; Holbrook & Bourke, 2004; Kiley & Mullins, 2004; Lovitts, 2007; Mullins & Kiley, 2002) suggests that examiners expect to see evidence of a variety of relatively abstract rather daunting achievements and skills. We propose that this might be because satisfactory completion of a PhD indicates both a contribution to knowledge as well as providing evidence of conceptual, critical and creative research and articulation. This evidence demonstrates a range of related disciplinary or inter-disciplinary understandings and skills at the doctoral level. Terms such as {\textquoteleft}conceptual framework', {\textquoteleft}critical perspective', {\textquoteleft}contribution to knowledge' and their abstract indicators are examples of those rather elusive aims in doctoral research. For candidates to be able to bring such achievements into their writing, focused, accessible and timely feedback from supervisors is essential.",

author = "Gina Wisker and Margaret Kiley",

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AB - Research into the characteristics of successful PhD theses (See for example Bourke, Hattie, & Anderson, 2004; Holbrook & Bourke, 2004; Kiley & Mullins, 2004; Lovitts, 2007; Mullins & Kiley, 2002) suggests that examiners expect to see evidence of a variety of relatively abstract rather daunting achievements and skills. We propose that this might be because satisfactory completion of a PhD indicates both a contribution to knowledge as well as providing evidence of conceptual, critical and creative research and articulation. This evidence demonstrates a range of related disciplinary or inter-disciplinary understandings and skills at the doctoral level. Terms such as ‘conceptual framework', ‘critical perspective', ‘contribution to knowledge' and their abstract indicators are examples of those rather elusive aims in doctoral research. For candidates to be able to bring such achievements into their writing, focused, accessible and timely feedback from supervisors is essential.

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Helping students demonstrate mastery of doctoral threshold concepts

Abstract

Bibliographical note

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