By Jonathan Grix
The 1st whole advent to the hot version of social technological know-how and arts postgraduate examine. according to the major present process postgraduate learn education, a programme that would develop into the norm for postgraduate study over the following or 3 years. Designed as a collection textual content for '3 plus 1' and comparable programmes * the foremost instruments and terminology of study * What to do sooner than starting the undertaking * investment * All in regards to the student-supervisor dating * The viva exam * the method of writing a thesis * learn more... record of figures; Preface; advent; 1 the character of doctoral learn; 2 The 'nuts and bolts' of analysis; three Getting began; four equipment, fieldwork and levels of study; five Supervision, the viva and different issues of value; Appendix 1: word list of analysis phrases; Appendix 2: Examples of reference platforms; Bibliography; Index
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Extra resources for Demystifying postgraduate research : from MA to PhD
Research methods, quite simply, can be seen as the 'techniques or procedures used to collate and analyse data' (Blaikie, 2000, 8). The method(s) chosen for a research project are inextricably linked to the research questions posed and to the sources of data collected. For example, if I wish to understand how the policy on a specific issue was made in the European Commission, I would have to think of a way of obtaining information with which to answer this question. One method could be to speak to those who implement policy, or, probably better still, those people who work for key 30 The 'nuts and bolts' of research decision-makers in the Commission.
As we shall see in chapter 4, methods can be mixed and indeed, in many cases, ought to be. The point of figure 2 is simply to flag up some of the different terms associated with the broad division in methods. , 1994, 5). The key for new researchers is not to become entrenched in one or other camp, a sentiment I shall return to when discussing disciplinary boundaries. Hammersley, with whom many academics may not fully agree, neatly sums this up when he states 'the process of inquiry in sciences is the same whatever method is used, and the retreat into paradigms effectively stultifies debate and hampers progress' (1992, 182, cited in Silverman, 2000, 11).
The following is not intended to be an exhaustive list of research terminology, but rather an introduction to some of the key components used in developing a research proposal and those most relevant to undertaking postgraduate research. Why do we need to know and understand standard terms and concepts in social science? A simple example will suffice: consider a would-be bricklayer who does not know the difference between a trowel, a spirit level and a chisel. These are the basic tools of his trade, without which no wall can be built.