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.
|Title of host publication||Developing research writing: a handbook for supervisors and advisers|
|Editors||S. Carter, D. Laurs|
|Place of Publication||London|
|Number of pages||6|
|Publication status||Published - 10 Aug 2017|
Bibliographical noteThis 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
Wisker, G., & Kiley, M. (2017). Helping students demonstrate mastery of doctoral threshold concepts. In S. Carter, & D. Laurs (Eds.), Developing research writing: a handbook for supervisors and advisers (pp. 173-178). Routledge. https://www.routledge.com/Developing-Research-Writing-A-Handbook-for-Supervisors-and-Advisors/Carter-Laurs/p/book/9781138688155