University of Stellenbosch Centre for Higher and Adult Education POSTGRADUATE SUPERVISION CONFERENCE: RESEARCH AND PRACTICE 27TH – 30TH April, 2009
‘Thinking like a researcher’: a goal for doctoral candidates and a strategy for their supervisors
Professor Vernon Trafford Faculty of Education, Anglia Ruskin University, Chelmsford, Essex CM1 1SQ, United Kingdom
[email protected]
RELATIVES OR ABSOLUTES IN RESEARCH?
Novice
Apprentice
Focus on description and facts
Practitioner
Expert
Understanding and use of concepts in research that is increasingly seen as an integrated process
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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IMPLICATIONS FOR THOSE INVOLVED WITH DOCTORAL EDUCATION
Examiners use many criteria to assess the scholarly merit of doctoral theses. Being able to undertake post-doctoral research without the need for supervision is ONE universally-accepted judgement that examiners use to assess a thesis and its defense by a candidate.
If examiners examine candidates, and the thesis, against their image of the post-doctoral researcher, then why not use that as a criteria against which to plan, undertake and produce a doctoral thesis? How do we ~ candidates, supervisors and administrators ~ know that something has been learnt which will advance understanding of, and capability in, doctoral as well as post-doctoral research?
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
THINKING LIKE, OR EXHIBITING, A . . . . .
EPISTEME ~ thinking like a researcher within systems of ideas or ways of understanding that experienced researchers can instantly recognise.
This pluralist concept is evident when candidates display doctorateness in their approach to research, presentation of their thesis and during its defence (explanation and conceptual grasp). Exhibiting episteme is dependent upon possessing understanding of something and having the capability to apply that understanding in appropriate ways. Source: Perkins, 2006
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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WHEN CANDIDATES ‘THINK LIKE A RESEARCHER’
EPISTEME
UNDERSTANDING THE EXPECTATIONS OF OTHERS REGARDING THE CONDUCT OF RESEARCH AT THIS ‘LEVEL’ OF SCHOLARSHIP
CONFIDENT CHOICE AND USE OF RESEARCH APPROACHES BY MAKING EXPLICIT THE LINKAGES BETWEEN KEY COMPONENTS IN THE RESEARCH PROCESS
UNDERTAKING AND REPORTING ON DOCTORAL RESEARCH SO THAT OTHERS INSTANTLY RECOGNISE, AND ACCEPT, ITS SCHOLARLY MERIT
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
EXPERIENCES OF DEVELOPMENTAL TRANSITIONS
CANDIDATES’ PERSPECTIVES I moved from not really knowing what was expected of me at the doctoral level when I enrolled to being confident and actually knowing what research was all about. By the time that I finished my doctorate I felt as if I really understood the tools of my trade, and, moreover, I could select and use them confidently. After my viva I suddenly realised that from now on my supervisor did not expect to be involved with my research unless I specifically asked him for advice.
SUPERVISORS’ PERSPECTIVES Each candidate arrives with different expectations of how I will help them to gain their doctorate ~ some already appreciate what doctoral research entails, most do not. I am not expert in the fields of every candidate I supervise, but my experience has equipped me to ask questions about their research that make them think academically. I help them to put themselves in the mind of others who read their work and so ensure that they cannot be faulted ~ they should think and act like mature researchers. Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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ROUTES OF PROGRESS TO EPISTEME Gradual learner U N D E R S T A N D I N G
Prior knowledge U N D E R S T A N D I N G
T I
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T I
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Regulatory presumptions
Late developer U N D E R S T A N D I N G
U N D E R S T A N D I N G
T I
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T I
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Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
DEVELOPING RESEARCHER CAPABILITIES
(BY CANDIDATES AND SUPERVISORS)
PROTOCOLS Understanding the regulatory frameworks in which research is undertaken Respecting academic conventions and courtesies Using conferences for presenting ideas, networking, and extending CVs Anticipating the social, interpersonal and scholarly dynamics of the doctoral viva DOCTORAL EDUCATION Appreciation of originality and scholarship in research Recognising and resolving threshold concepts Academic structuring, writing and referencing Demonstrating doctorateness throughout research Making scholarly thinking explicit and coherent throughout the text of the thesis Developing capabilities in critical approaches and defending an academic stance
RESEARCH PROCESS Planning, scheduling, producing and auditing Familiarity with appropriate schools of thought about research Developing skills in the choice and application of research techniques Appreciating research as a coherent integration of different components Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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ISSUES FOR SUPERVISORS AND CANDIDATES TO CONSIDER
Acknowledgement of the criteria that are used by examiners to judge the scholarly merit in doctoral theses
Constantly auditing the thesis to ensure that potential questions on the criteria are answered; 1 explicitly; 2 thoroughly; 3 appropriately.
Using the criteria as indicators of academic quality when: 1 research is planned; 2 research is undertaken; 3 text is drafted.
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
COMPONENTS OF DOCTORATENESS
Contribution to knowledge
Conceptual conclusions Research questions answered Coherent argument
Stated gap in knowledge
Explicit research questions
SYNERGY AND DOCTORATENESS
Engagement with theory
Clear/concise presentation
Conceptual framework Explicit research design Appropriate methodology
‘Correct’ fieldwork
Source: Trafford, V.N. and Leshem, S. 2008:38 Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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SUPERVISORS EXPECT THESES TO CONTAIN EVIDENCE OF . . . . .
Originality
Critical thinking
Understanding research
Post-doctoral capability
THE THESIS
Confident use of the lexicon
Episteme
Explicit scholarship
Use of conceptualisation
Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
THE MAGIC CIRCLE Contribution to Knowledge
Research issue
Gap in Knowledge
Conceptual conclusions
Research statement
Interpretative conclusions
Research question(s)
Factual conclusions
Conceptual framework
Research design Fieldwork Source: Trafford, V.N. and Leshem, S. 2008: 170 Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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EXPECTED PRACTICES IN RESEARCH
Intellectual grasp Appreciating appropriate literature
Coherence
GOOD QUALITY RESEARCH Suitably presented
Understanding methodology Conceptual clarity
Source: Winter, et.al. 2000 Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
ACHIEVING CONFIDENCE IN THE DOCTORAL THESIS
THESIS
Regular and thorough auditing plus acting on the evidence
Supervisors should be satisfied with the doctoral worthiness and merit of the research presented in the candidate’s thesis.
Mutual respect of scholarship in a submitted thesis
Candidates should be confident that their thesis corresponds with the explicit assessment criteria and can be defended.
READERS SHOULD BE ABLE TO RECOGNISE ITS SCHOLARSHIP Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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SOURCES
Honey, P. and Mumford A. 1982. A manual of learning styles. Maidenhead: Peter Honey Publications. Land, R., Meyer, J.H.F. and Smith, J. (Eds) 2008. Threshold concepts within the disciplines. Rotterdam: Sense Publications. Leshem, S. and Trafford, V.N. 2007. Overlooking the conceptual framework.
Innovations in Teaching and Education International. 44. 1. 93 -105. Meyer, J.H.F and Land, R. (Eds) 2006. Overcoming barriers to student understanding:
threshold concepts and troublesome knowledge. London: Routledge. Perkins, D. 2006. Constructivism and troublesome knowledge. In: Land, R. and Meyer, J.H.F. (Eds.) Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. London: Routledge. Trafford, V.N. and Leshem, S. 2002. Anatomy of a doctoral viva. Journal of Graduate Education. 3. 2. 33 - 40. Trafford, V.N and Leshem. S. 2008. Stepping stones to achieving your doctorate. Maidenhead: Open University Press. Professor Vernon Trafford, Faculty of Education, Anglia Ruskin University
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