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- an uncommon guide to research, writing & PhD life -

PhD

- An uncommon guide to research, writing & PhD life -

J A M E S H AY T O N

Published by James Hayton PhD Copyright © 2015 James Hayton All rights reserved. No part of this book may be reproduced in any form or by any means without permission from the publisher. ISBN: 978-0-9931741-0-0

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“BECAUSE I LOVE DOING RESEARCH” 7 THE BEST OF THE BEST? 10 ABOUT THIS BOOK 14 THE BASIC PRINCIPLES OF SKILL DEVELOPMENT 17 WHO YOU WORK WITH... 25 AN INTRODUCTION TO ACADEMIC LITERATURE 29 MY RESEARCH PROJECT(S) 51 CHOOSING YOUR RESEARCH PROJECT 54 THE NATURE OF RESEARCH 60 PLANNING AND EXECUTING RESEARCH 65 THE PROBLEM WITH TECHNOLOGY 71 BECOMING A BETTER ACADEMIC WRITER 73 DEALING WITH RESEARCH STRESS 88 A PHD IS NOT EVERYTHING 99 MANAGING MULTIPLE DEMANDS 103 CONFERENCES & PRESENTATIONS 109 GETTING PUBLISHED 117 THE WRITING PROCESS 123 THE FINAL YEAR BEFORE SUBMISSION 134 STARTING TO WRITE 146 FORMATTING YOUR THESIS 150 WRITING ROUTINE 155 WHAT GOES IN THE INTRODUCTION? 159 WRITING A LITERATURE REVIEW 162 ANALYSIS AND DISCUSSION 171 CONCLUSIONS 174 EDITING YOUR THESIS 176 FINISHING 181 SUBMISSION 183 DEFENDING YOUR THESIS 186 THE RESULT 196 BEYOND YOUR PHD 200 ANY QUESTIONS? 202 FURTHER READING 203 A LIST OF MAGNIFICENT PEOPLE 205

In 2002, shortly after graduating from my bachelor’s degree in physics from the University of Sheffield, I took a job with an insurance company. From a practical point of view it was a good decision; the job offered a decent starting salary and there were good prospects for promotion within a large organisation. I hadn’t even considered staying in academia. My grades had been below average, primarily because I didn’t work very hard in the first two years, so it had never occurred to me that I would be allowed to continue. Not knowing what I really wanted to do, I just applied for anything available. Partway through my application process for the insurance job, I heard about a master’s programme in nanoscale science and technology starting that September. I don’t know why I applied; I didn’t expect to get in, but remarkably, crazily, I was offered a place provided I could pay the tuition fees. I couldn’t, so I figured I’d take the insurance job and maybe save some money and think about doing the master’s degree later. This was a sensible plan, but just two weeks after starting the job I received an email telling me that some funding had become available and that I could start the course immediately without having to pay tuition. Rationally, I should have said no; I was two weeks into a new job that would allow me to pay off my student debt and start to build a secure, comfortable life. But there was something – a deep, inexplicable compulsion – that made me quit the job and sign up for the Master’s degree. I spent maybe twenty minutes

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“BECAUSE I LOVE DOING RESEARCH”

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thinking about a decision that changed the rest of my life. I still didn’t know what I wanted to do with my life, but two weeks was enough to know that I definitely didn’t want to work in insurance. The master’s course lasted for a year, and the natural progression seemed to be to do a PhD. Again, I didn’t think I could get in anywhere because of my undergraduate grades, but I applied to a few places anyway. One of my applications was to the University of Nottingham, where I had two interviews, as there were two supervisors looking for students. I went into the first interview, sat down, and the professor on the other side of the desk cut straight to the point with the question, “so why do you want to do a PhD?” In truth, I didn’t really know why. I guess I wanted to do it partly for the challenge, but also partly because I liked the idea of doing something so few people were able to do, partly because I liked the idea of contributing something new, partly to compensate for the fact that I hadn’t done very well as an undergraduate, partly because I didn’t want to go back to selling insurance, but mainly because of that inexplicable compulsion; once I got the idea in my head, I just had to try. I didn’t say any of this; instead I gave some vague, incoherent and not-very-confident answer, to which he frowned slightly and replied, “well, the best reason to do a PhD is because you love doing research.” If only I’d thought of saying that! I did love doing research, but it was too late to say so once he’d given me the answer. The interview continued, but I knew I’d blown it. 8

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Fortunately, I had another chance. I went into the second interview, sat down, and after a few minutes he asked, “so why do you want to do a PhD?” I replied, “because I love doing research.” He smiled, the rest of the interview ran smoothly, and I was formally offered a place a few days later. I had been accepted! After my lazy performance at undergraduate level I had a second chance to prove what I was really capable of. I started my PhD in September 2003, but it wasn’t long before I realised that it is much, much easier to get into a PhD programme than it is to complete one.

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THE BEST OF THE BEST? On the very first day of my PhD, there was an induction event for all the new PhD students in the department, with talks from various staff members. Many of them covered administrative matters, safety procedures and the like, but one talk in particular stands out in my memory. In what was intended to be a confidence-boosting speech, we were told that we were “the best of the best” and that’s why we had been admitted to a PhD programme at one of the top-ranked universities in the country. Although it was supposed to be encouraging, for me it had the opposite effect. In every measurable sense, I wasn’t the best of the best. The others probably were, but I was the guy who had bluffed his way in. My confidence wasn’t shattered, but there was just the slightest hint of a thought at the back of my mind that maybe I didn’t deserve to be there. But are PhD students really the best of the best? At first glance it seems to make sense; after all, a PhD is the highest-level academic qualification you can attempt, and it is generally only those who have done exceptionally well at previous stages of their education who are accepted into PhD programmes. The pinnacle of the education system If we say that PhD students are the best of the best, then we can imagine the various levels of the education system as a pyramid, with primary education at the bottom and a PhD at the top. On completion of each level, only the best move up (if they choose to); so 10

Entering the world of professional academia Instead of thinking of a PhD as the pinnacle of the education system, it’s better to think of it as the bottom layer of the professional academic system.

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each level has fewer students than the last, and only a small percentage of the population reach the level of a PhD. There is a problem though with thinking of a PhD as the pinnacle of the education system. Throughout the lower levels, there is a certain consistency in the way courses are taught and examined, with a set structure, syllabus and timetable for you and your classmates to follow. You are presented with the same information as everybody else in your class, and you all take the same test at the same time. As you move up from one level to the next, the material may get more difficult and your studies more specialised, but the basic system stays more-or-less the same. But when you reach PhD level, in almost every respect the system is not only different but the exact opposite of what you are accustomed to. There is no set structure, no set syllabus and no set timetable. You will not be told what to learn and when, and you will not take a standardised exam with set questions you can revise for. Because of these differences, we can’t think of a PhD as being simply a progression from previous studies. It is a different system, unlike anything you have done before, and it requires different skills to the ones that got you this far.

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Of the students who complete a PhD, some leave academia, some go on to post-doctoral research positions. Of these, some leave, some go on to other temporary positions, some become permanent research or teaching staff, and so on. Because there are more students graduating with PhDs than there are academic posts being created or vacated, each level has fewer people than the last. This creates a fierce competition for places, where (in principle at least) only the best move up or survive. A PhD is the entrance qualification to this world of professional academia. It is a period of training to help you develop the skills required to conduct research to a professional academic level. Of course there are other ways to define it; you could say that a PhD is “an original contribution to the body of knowledge”, to give just one common example. This is true, in that you will need to make an original research contribution, but the reason why you need to make that contribution is to demonstrate that you can conduct research to a professional level. Whether or not you intend to stay in academia after you graduate – and there are plenty of reasons why you might choose to do a PhD other than to

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pursue an academic career – is irrelevant. This is what the system has evolved to do: produce professional academics. A beginner’s qualification

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A PhD is a beginner’s qualification. Whatever your academic track record up to this point, compared to other academics with years or decades of experience, you are a novice. It doesn’t really matter what you have achieved in the past, and it doesn’t really matter how good you think you are or whether you think you’re good enough. The question is not whether you are the best of the best, but how to develop your skills and become the best researcher you can be.

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ABOUT THIS BOOK This book is not a step-by-step guide. The variety of PhDs and the complexity of research mean that no set process can ever adequately cover every possible eventuality. Research cannot be reduced to an algorithm or a series of pre-defined steps. It relies on human ingenuity, on skill and on the ability to adapt creatively to changing circumstances. As a PhD student you will have to make your own decisions about your work, so I can’t tell you exactly what to do in every situation, but I hope at least I can give you a solid foundation on which to base some of those decisions. The central question is this; if the aim of a PhD is to develop the skills of a professional academic researcher, how should you go about it? There are three main elements to this question, which will form the basis of this book: skill development, research and professional academia. Skill development To succeed in a PhD, you need to approach the work in a manner conducive to developing skills. This is not simply a matter of working hard and pushing yourself, and there are several important principles that differentiate between effective and ineffective practice. The more efficiently you can improve your skills as a researcher, the more effective your hard work will be and the less stressful the process should become.

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The nature of research Research is quite different from taught study, pushing beyond – rather than assimilating or reproducing – that which is already known. This brings different challenges and requires a different way of thinking about the problems that arise. Professional academia To reach a professional level in your research, you’ll need to understand a little bit about how professional academia works, how research is assessed and how it’s communicated. Understanding the system will help you understand what it is you really need to achieve.

At this point in books of this type, it’s customary to list all the various benefits list the various benefits that can be reaped from the book, mention how the tips have helped so many students and assure the reader that ‘if I can do it, you can do it too!’ I make no such claims. Although I hope that the following chapters will make a significant positive difference to your PhD, the most I can promise is that some of the advice will be useful for some people. The principles in this book are all the things I wish I had known when I started my PhD, but in themselves are not enough to guarantee success for everyone, even if you apply them rigorously. That said, I have spoken to hundreds of PhD students across the whole spectrum of research

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Benefits of the book

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“I started my PhD in September 2003, but it wasn’t long before I realised that it’s much easier to get onto a PhD programme than it is to complete one…” If the aim of a PhD is to develop the skills of a professional academic researcher, how should you go about it? Using the principles of skill development as a foundation, this book provides a unique approach to the most common challenges of PhD research, including: • Getting to know the literature in your field • Developing your research ideas • Becoming a better academic writer • Coping with the stress and unpredictability of research • Publications and presentations • Writing, submitting and defending your thesis

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