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197 pages

English

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This book presents different perspectives of support of the doctoral education value chain. Themes such as the scope of doctoral education, planning and roll-out of the research project, student and supervisor responsibilities, publication writing, grant applications, the application of research results and research ethics and integrity are addressed.This book forms part of one of the three pillars of postgraduate research, namely research capacity building. The other two pillars are policy and methodology, which are addressed in other publications.

Sujets

Littérature Sud-Africaine

Littérature sud-africaine

Éducation

Management

Communauté de pratique

Innovation

Planning

Research

SCOPE

Education

Scope (disambiguation)

Telescopic sight

RE/Search

Research ethics

Community of practice

Doctor of Philosophy

Informations

Publié par	UJ Press
Date de parution	17 mai 2017
Nombre de lectures	0
EAN13	9781920382957
Langue	English
Poids de l'ouvrage	7 Mo

Informations légales : prix de location à la page 0,1000€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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GET READY...
GET SET…
GO!
Preparing for your doctoral studies
and doctoral education
Laetus O.K. Lategan
EDITORGET READY...
GET SET…
GO!
Preparing for your doctoral
studies and doctoral education
Laetus O.K. Lategan
EDITORGet Ready ... Get Set ... GO! – Preparing for your doctoral studies and doctoral education
Published by Sun Media Bloemfontein (Pty) Ltd.
Imprint: SunBonani Scholar
All rights reserved
Copyright © 2017 Sun Media Bloemfontein and the Author(s)
The author and the publisher have made every efort to obtain permission for and acknowledge the
use of copyrighted material. Refer all inquiries to the publisher.
No part of this book may be reproduced or transmitted in any form or by any electronic,
photographic or mechanical means, including photocopying and recording on record, tape or laser
disk, on microfilm, via the Internet, by e-mail, or by any other information storage and retrieval
system, without prior written permission by the publisher.
Views refected in this publication are not necessarily those of the publisher.
First edition 2017
ISBN: 978-1-920382-94-0 (Print)
ISBN: 978-1-920382-95-7 (e-book)
DOI: https://doi.org/10.18820/9781920382957
Set in TW Cen 11/14
Cover design, typesetting and production by Sun Media Bloemfontein
Cover image and other images by Pressfoto/Freepik www.freepik.com
Research, academic and reference works are published under this imprint in print and electronic
format.
This printed copy can be ordered directly from: media@sunbonani.co.za
The e-book is available at the following link: https://doi.org/10.18820/9781920382957DEVELOP THE ART OF
POSITIONING YOURSELF TO
BE IN THE ‘RIGHT PLACE
AT THE RIGHT TIME.’
PETER HAWKINSACKNOWLEDGEMENTS
Financial support for this project from the
P.A. and Alize Malan Memorial Trust
and the
Central University of Technology, Free State
is gratefully acknowledged.CONTENTS
LIST OF TABLES AND FIGURES ................................................................................. xii
CONTRIBUTING AUTHORS ...................................................................................... xiii
PREFACE ................................................................................................................. xv
PROLOGUE: Setting the scene .................................................................................. xvii
THEME 1: Doctoral studies and education – the major issues ................................ 1
What are the major issues? ................................................................................... 3
Laetus O.K. Lategan
THEME 2: The scope of doctoral education ............................................................ 13
Research: a matter of digging deeper only? .................................................... 15
Laetus O.K. Lategan
Where is the “D” in the “PhD”? ............................................................................. 19
Laetus O.K. Lategan
THEME 3: The planning, management and roll-out of the research process ......... 23
The research process ............................................................................................... 25
Laetus O.K. Lategan
Management and planning .................................................................................... 29
Ulrich Holzbaur
Growing your research skills and competencies ................................................ 43
Deseré Kokt
Practical example: Rolling out the doctoral project .......................................... 51
Kobus van der Walt
THEME 4: The supervisor and student: roles and responsibilities .......................... 59
Postgraduate supervision: Three dimensions and the three stages of
the doctoral research journey ............................................................................... 61
Gina Wisker
Assessment central to quality doctoral education ............................................. 77
Hesta Friedrich-Nel & Joyce L. MacKinnon
THEME 5: The public presentation of research results ........................................... 83
From concept to paper ........................................................................................... 85
Laetus O.K. Lategan & Deseré Kokt
THEME 6: Innovation in research learning ............................................................. 93
Learning factory: A didactic platform for knowledge transfer ...................... 95
André F. van der Merwe
THEME 7: Research ethics and responsible conduct of research ............................ 115
Research ethics and integrity and the responsible conduct of research ...... 117
Laetus O.K. Lategan, Edith Sempe & Susan TilleyTHEME 8: Grants and scholarships ......................................................................... 129
The very basics of grant proposal writing .......................................................... 131
Riana Coetsee
THEME 9: Creating a community of practice 139
Creating an enabling environment for emerging researchers ....................... 141
Laetus O.K. Lategan
Developing a research community: A refective journey of an Austrian
scholar in a positivistic setting ............................................................................... 145
Martina Gaisch
Lessons learned from my journey: A female researcher’s perspective ......... 149
Ntsoaki Malebo
Learning communities: Essential companions on the doctoral journey ........... 153
Henriëtte van den Berg
Teamwork in research: Together we are stronger ............................................. 157
Kobus van der Walt
The confdence of international research experience ...................................... 160
Philina Wittke
Pointers for doctoral education ............................................................................. 164
Edith Sempe & Somarie Holzhausen
EPILOGUE: So, what is doctoral education about? .................................................. 171
CONTRIBUTING AUTHORS ...................................................................................... 173
ADDRESS LIST ........................................................................................................... 178
LIST OF TABLES AND FIGURES
Table 1: Frequently asked questions in research .................................................................. 25
Table 2: Assessing your research skills levels ......................................................................... 46
Table 3: our competency levels ............................................................................ 48
Table 4: Chapter layout ............................................................................................................. 54
Table 5: Meeting template ........................................................................................................ 57
Figure 1: The research process ................................................................................................... 27
Figure 2: The stairway of research skills .................................................................................. 39
Figure 3: Student’s fow diagram ............................................................................................... 52
Figure 4: Experimental work timeframe ................................................................................... 53
Figure 5: Write-up timeframe .................................................................................................... 56
Figure 6: The research value chain ............................................................................................ 95
Figure 7: Phases from research to commercialisation ............................................................ 96
Figure 8: The learning factory in the spectrum of learning.................................................. 106
xiiCONTRIBUTING AUTHORS
Laetus O.K. Lategan (Editor)
Riana Coetsee
Hesta Friedrich-Nel
Martina Gaisch
Somarie Holtzhausen
Ulrich Holzbaur
Deseré Kokt
Joyce MacKinnon
Ntsoaki Malebo
Edith Sempe
Susan Tilley
Henriëtte van den Berg
Andre F. van der Merwe
Kobus van der Walt
Gina Wisker
Philina Wittke
xiiiPREFACE
It is safe to say that all universities are positioning themselves to grow their
postgraduate enrolment. This strategy is informed by national policy directives to
become more research competitive, the demands by the knowledge society, the ranking
position of a university, the link between postgraduate studies, research outputs,
research culture and consequently research competitiveness. A reality is, however,
that greater numbers of students will put considerable strain on human, fnancial and
infrastructure resources. This will also challenge the way that postgraduate supervision
is practised at universities. Apart from the well-known challenges around supervisors’
and students’ roles and responsibilities, methodological comprehension and writing
skills, more attention should be given to creativity, innovation and entrepreneurship in
the “postgraduate curriculum”. Part of research education we should also focus on is
scholarship, ethical practice, socio-economic development, responsible citizenship and
nation building. The focus should essentially be on three competencies:
To ft questions and arguments into the broader context of the scientifc domain
and its application to business and industry.
To experiment by asking questions such as: can things be different? Is an alternative
possible? What are the possibilities of this research?
To foster creativity and to grow talent. Research depends very much on one’s
imagination and ingenuity.
From these comments, two needs can be highlighted:
The need to train postgraduate supervisors
Monitoring and evaluation of performance
This book presents different perspectives of support of the doctoral education value
chain. The following prominent views are promoted:
Postgraduate studies should be regarded as dedicated teaching that wil