A postgraduate candidate refers to you and asks to be offered a research topic for his/her thesis. Will you offer a research topic? if yes, why? If no, why?
No. how will the candidate ever learn to become independent? How will the candidate ever take ownership of the project?
Correct Ian - a student should always 'come to the table' with at least one constructed topic/question. I insist that with my students. That may well adapt/change on the advice of the supervisor/s - but at least there is a 'starting point' to refer to. Only a very ill-informed and undesirable student would approach a supervisor asking 'what should I research'?
No, I will not. Usually what I do is, when I teach a graduate class, I require students to search the literature for journal papers on the various topics of the class and pick any one that attracts their interest. Each student reads his selected article together with most of the recent references associated with it and presents the paper to the class. If the students turn out to have great interest in the topic area of the papers,
they come to me with suggestions for research topics in the area. I then accept or reject them as I find appropriate.
It should usually be the the student's initiative right from the outset. A student can be asked to bring 2 to 3 topics of his/her interest and then the feasibility of the studies can be discussed.
My answer is yes. I will not force the student to select a topic. However I will start to discuss some interesting topics of myself and will try to open the way for further exploration of more interesting topics. The research topic should be defined at the intersection of the interests of both supervisor and candidate.
Topic should be proposed by mentor only if candidate/student comes without any proposal /it is exception/ ! Actually, as @Jalal mentioned in last sentence, the topic adopted is result of mutually agreement of both, professor and a student.
From my observation, there are two types of PhD students; those who just accept a topic, research it, and produce papers and finally complete the program, by and large, with the help of the advisor. Also, there are those students who show keen interest in the professor's area of research and are ready to work in the research lab independently till they get their PhDs. The former type requires lots of motivation and takes away lots of the prof's time in advising, not to mention lack of passion for the work and is likely to request a topic from the professor. The latter type is the best to supervise and most often suggests topics they like to work on.
Part of the problem here is that we seem to be talking about PhD students in the last few emails. I assumed we might be talking about MA, MSc, MPhil students up to now. They do often need quite a bit of guidance in a programme. The only way that I would agree to supervise a doctoral student is if they had a very clear plan, strategy and process already in mind. It 'might adapt' - but the question 'what should I research'? should never emerge - even if the student wants to attach to the 'coat-tails' of the supervisors existing research.
I think a professor can propose several diferent research topics but the student should decide by themselves considering their preferences and developing fields of interest.
Based on the definition of being initiative If we want to impose our proposal on graduate student, it is obvious the basis of independent research would be distorted. It is the duty of a graduate student especially in research-based program to suggest his ideas concretely based on his/her experience and knowledge which he/she now contains on specific topic. This is also mandatory for Phd to take the initiatives and put forward their own research interest and define the research course. Of course by negotiation with related supervisor some elements of the research would be modified (customized). This could not be grounds for imposing a proposal to student in an open research with regards to outstanding contribution. Generally supervisors dont want to be the conductor of the research thus the process is transferred to the student to take care of his/her own work for the best results.
Well, I would propose research topics, but I would also advise the student to review the literature on that topic. On the other hand it is much easier if the students have few possible topics they are interested in, and this might serve as a starting point for further discussion. I think it is important to help / guide the students until a certain limit.
@Nuno , I agree about students autonomy ! But, what happens when student have no idea for research topic? Professor would not leave his student without help on his way to achieving the rsearch success. I have written under this thread before about such cases.
@Ljubomir and Aniko Let me explain that my idea is to intrigue the student to follow the research procedure whereas I should state my intention was not to deliver the direction to the student. My intention is to explain despite the fact that supervisor is the director of the research course but the student role again remains prominent. Basically the research topics are determined by supervisor and here the pivot is on the student side. I agree sometimes students they dont know where to start or what to peruse but perhaps it indicates the lack of experience in the related field. Then the supervisor advises some topics and helps the student to come along with solid basis for the research. According to suggestions in this thread, helping with the literature or even with other relevant experts doing the same topic could be very effective.
It is a dialogue. The part of the professor is to find out the strengths of the scholar and to guide him/her finding a suitable topic. In case both know each other from previous courses then this is easier; if the scholar approaches the professor and both know each other not from before than the process is a bit different.
The professor knows the topic, has an overview of the state of the art, so he/she will guide the scholar, but not too much. One would expect that the scholar does work independent as much as possible already at this stage; the role of professor is to avoid that the scholar turns in a wrong direction, wants to do that would be duplication, has unrealistic expectations, etc.
If the professor becomes too dominate and directive it takes too much opportunity away from the scholar to develop an own topic. This aspect of ownership can be crucial.
في بعض من الاحيان يحتاج الطالب إلى ذلك الأمر , كون رؤية الاستاذ أكثر دقة وعمق لطالبه وما الذي يحتاجه.
The role of an instructor is what is at question here. Many instructors are spectacular assistants who can offer ideas and guidance pushing an idea towards completion (or at least sufficient development). Others have many great ideas of their own but have too few hours to pursue but a small fraction of their questions. Many fit into both of these categories at the same time.
A student might have many great concepts, and some not so spectacular concepts he wishes to explore. Other students need ideas to stimulate their thinking.
The key is not what is "right," but what works best. Students should be allowed to learn, but they should also be encouraged to pursue learning. Sometimes the best encouragement is when an instructor confesses that something of interest to him has not been fully explored or that there are needs for solutions to problems x.y & z.
A person's passion should be found and stoked. Leaders are most successful when they motivate others to do their best in things of great importance.
On the basis of my own long experience, some of my students had already a clear idea what they wanted to do for their PhD thesis whereas some other students wanted to talk with me about various options. However I never imposed a topic to a graduate student!!
Some Universities publish potential research topics for postgraduate students.
Some Professors have financed research programs, which need high quality extensive work through time consuming efforts. This is the way of proposing the subjects of research interest. The only persons that can provide such qualifications are the postgraduate students who have the hope of completing their education.
For me the ability to find a topic is a skill of its own that needs to be mastered. What one should do is to provide the student/researcher with guidance on how to approach the problem such as:
1) Looking at future research sections
2) Find and question assumptions on previous work
3) How to reproduce previous result and analyze the data
And so on, but avoid doing the work for the student/researcher. The key is to help and guide
A collaborative process between student and potential supervisor may be standard, nut independent thinkers discover their own research topics.
It depends on the case of the student. Some students are drive and some others are driven.
The choice of a subject of a research is an element of scientific work. The graduate student has to study a circle of scientific problems and formulate a subject of scientific work independently. The subject of scientific work has to be agreed with professor to correspond to the scientific direction of institute or department.
How about this practice!?
Each academic year the members of the Teaching Board propose a list of research topics depending on the specific research interests and founds availability...
The project must be in one of the research areas of the Doctoral Programme, preferably on one of the research subjects reported in the list for the relevant year...
https://www.unitn.it/drmmse/21/proposed-research-topics
As a research leader, you know the areas that need further research. You cannot do this all by yourself, so it is entirely legitimate to highlight areas where work can be done. This is NOT the same as specifying a topic in a way that basically has somebody carrying out research on your behalf. A potential candidate needs to figure out and conduct their own work (albeit under your guidance). A post-doc/researcher position is entirely different, and as PI, you direct the research conducted. In either case, the results will be impartial, but for candidate work, there must be a clear thread that shows the candidate's independent thought, skills and ability .... that is why they get the award ;-)
Nicholas E Rowe brought one point which is worth emphasizing which is the claim of the " candidate's independent thought, skills and ability ". While this is a very broad statement , my take is that part of the skills to be developed is to be able to identify his own topic to develop. You as an advisor can always say no because it does not meet your criteria (e.g. narrowness, relevance, etc.) and guide them to search for the right topic. But in the face of such a broad statement my preference is to have the student fully comply with it.
Incidentally I have taken lectures on thesis topic selection for few postgraduate dental colleges in India.. have expressed few suggestions..
1. Topics are based on FINER criteria: Feasibilty, Interesting,novelty, Ethical and Relevance
2. Topic should be based on strength & skill of the student whether in computer applciations or clinical field or basic sciences etc
3. The students can be encouraged to get topics provided they are taught how to search literature.. but FINER criteris can be applied by guide itself.
Many other such suggestions in favour of student as well as guide are mentioned in the lecture, uploaded on RG.
It depends on the professors research plan. Some professors have a predefined research projects that could be proposed to postgraduate students.
"Finding right question is more important than the answer" Identifying a valid topic and defining its scope and limitations is an important part of learning in the research process. Students should be allowed to do that. However, a teacher may discuss and guide the student through the process.
I think the best to highlight research plan of the lap and directed the students to many topics needed.
It depends on the standards, canons and practices functioning in a given university, in the research and teaching environment in the field of transferring knowledge to students, developing skills and talents, a greater or lesser need to suggest innovative solutions, inspire creative and critical thinking, entrepreneurship, canons of teamwork in research teams in which the work of students is coordinated by professors, and also in proposing research topics and topics for diploma theses at various levels of study, including postgraduate studies, etc. In my opinion, proposals for innovative, new, developmental, current, etc. topics research and topics for diploma theses may be formulated by all members of research teams and members of the scientific and didactic process, including mainly professors, but also by other researchers, scientists, practitioners operating in addition to universities, also in various other institutions scientific and research yachts and others, and also by students interested in specific research issues, a specific discipline of science, etc.
Best regards,
Dariusz Prokopowicz
This is a chicken and egg debate. Both approaches have merits. I like to propose topics in order to scaffold and develop interest and engagement. Then as students develop greater autonomy, knowledge and confidence encourage them to take the lead.
its a good idea....it will save time and the work would progress fast...thus i think if a supervisor is good enough...he can recommend 2-3 topics and the student can choose according to his interest...eventually it is he who has to work on that...with a proper guidance
Very often, the proposed research topic is a result of synergy of both professor and a student.
It is standard practice in many disciplines for graduate students to work on research topics related to the supervisor's agenda.
All depends on the quality of the post-graduate students. Some brilliant and highly motivated students (they are a minority) have already many good ideas to propose for research whereas the less gifted one need to be spoon fed. Usually the one of the second category give up science after a while.
This related thread is about support to a Ph.D. student. Good answers were given.
https://www.researchgate.net/post/How_much_support_a_Supervisor_should_offer_to_the_PhD_Student
I believe the student should initiate the topic while the professor helps to streamline
I think its about guiding students who have some excellent ideas to achieve
the best project, and to nudge others who need more support generating a pertinent research question and plan to follow in an area they find interesting and engaging, certainly.
Yes- if it is done in a helpful and constructive manner. No if it is a case of using the students to merely collect data for personal projects.
In my opinion, professors shouldn’t propose research topics for postgraduate students. Instead, they should guide their students in the right direction, and let them decide for themselves after exploration of different areas and literature.
Dissertation is a process. The process starts with the first year in which it is important to give a broad understanding of different topics within the specialty and the student can pick 2-3 topics that they find interesting. I usually discuss in detail with the students about a few topics that they like and suggest good sources to perform additional search and identify the questions they cannot find an answer to. in this way, helping their critical thinking skills enables them to identify a research topic which can be discussed and modified according to the research and clinical capabilities in the institute.
I think professors can help students in getting a thesis topic. As a research student, honestly, I dont know how to get a good research topic. However, if one tells about their research interest, a topic is given, I personally think that, some students they think very critically, go out of their way in doing their research on that particular topic, and understand their research better.
I think professors much help, because all I think is that research is all about AN OVERTHINKING MIND that needs some research to fill in the gaps.
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