I have now published my E-textbook "How to do Research:Today's Tips and Tools" to help students starting their post-graduate research. I deeply appreciate the international input received across all disciplines as to what the real problems are in learning modern research.
I would say:
1) How to find a good advisor /mentor- It must be one who reads emails, gives you appropriate feedback and cares about your work. It is also good to find a mentor than to learn on your own (asking for help is not a sin, especially when starting out). In this regard be patient and not write to him on a Sunday and expect feedback on his time off.
2) Know the readership you are addressing- it is expected that your advisor/mentor/readership knows about the field, but this does not necessarily know about x paper in y obscure journal with z obscure formula, so be explicit and concise in your literature review.
3) Be careful with your FOG index. There are plenty of theories on these that can go either way, but just be mindful that it is a point worth considering.
4) Be mindful of the politics of research, especially if your research is part of a project being funded by an external entity
5) Pick a research area that you like but not that you are extremely passionate about.This will push you to finish and not get so emotional about it that you will keep on it forever or assume postures that will harm your work or progress
6) Welcome constructive criticism- self explanatory
7) Learn how a search engine works- whichever one you use learn how to do effective queries to get the search results of papers that are relevant to your problem.
8) double and triple check your experimental setup and results. it is difficult to establish a reputation and really easy to loose it.
My two cents
I am researching child development in Japan and am not a new research student but still struggling with my thesis paper.
I have less chances to study how to write a journal paper in English. So writing paper in English is one of my problems. Another problem is that it is very difficult for me to write introduction/ literature review because there are too many references to site including electronic journals, open access journals for example.
My first advice, to improve your English, would be to read, read, read. Search for and read Child Development (CD) theories, CD stages, CD milestones, CD guide, CD assessment (thanks, Instant Google). However, put these keyphrases into scholar.google.com. Follow the citations bushes. Look at the tone, voice, vocabulary, phrases, structure as well as the research reported. This will help motivate your learning of useful English.
Secondly, the secret to citing is only to list those papers you are quoting from or paraphrasing. No one wants to know about those that you have read and discarded as being unimportant! Try having an introductory section, where you lay down your research question (with almost no references -- other than http://en.wikipedia.org/wiki/Child_development!), followed by a section where you critically review each of the important papers. There is a useful program invented in Japan, called Wired-Marker. You will find this useful to record what you see, to categorise what you see, and to comment on it. If you are reading mainly PDF files, then use www.qiqqa.com/70557
To Ian, Thank you for your quick and kind advice. I'll use these useful software. I'm using Ever Note and Mendeley right now.But wired-maker will make easier to highlight important points of a paper.
It's more important to have and use some system religiously than to try to find the perfect software.
Also, you should be adding value to the quotes and paraphrases, by adding in your own thoughts. (Scary!)
Yes! That is what I've neglected in my research process. I just read, note and finish(umm). Also, discussion does help me a lot. In addition, I've found ResearchGate is also one of very powerful tools. Thank you Ian. Your advice encourage me.
:-) Output all your notes into one document, and use that as the first draft of the third section of your thesis paper.
That's also a good tip. I guess probably EverNote would be helpful to collect any ideas, notes etc in one document. I'm working on results of a paper right now. I couldn't find any significant difference but will try to find qualitative differences to write the first draft of the Results section. I think the faster is the better to write the first draft.
If research is carried out for the purpose of getting a degree then Ian your conclusive suggestion, "Write fast. Fix later." is very good. This advice I got from my supervisor in these word, "First complete your thesis, perfection cannot be achieved, depth come latter when you start contributing in journals."
My experience is that most of the students don't know difference between METHODOLOGY and METHOD, they learn it the hard way and waste much of time struggling with their research problem.
Note to myself. Clearly state the difference between "Method" and "Methodology"!
10 minutes later: Done!
Says:-
The common mistakes done in a research. I think, only a few teachers would dare to teach about the mistakes done to their students. Wake up! We won't have the time to commit all the mistakes in the world. It's high time that we start learning from other's mistakes too!
Richard Friend's Rule 4 for successful research is "Don't read the literature (or suspend belief / disbelief if you do)." !
(i.e., why make other researcher's mistakes, when you can make your very own!)
I give a talk to students in research week "Everything I wish I had been told but didn't know to ask" so your book will be great. Popular with students is a discussion of how to file and save documents logically; how to back up their work; to keep a diary of what was said at research meetings and why/when decisions were made. I could go on!
Follow three rules: 1. Do not newly invent the wheel but also, do not blindly follow the mainstream argument: "I do this because everyone does it"; 2. Put everything into question, particularly regarding the appropriateness for your own research; 3. Always explain your choice of methodology in the particular context of your own research
... my five cents
Ian, I really would like to learn more about the concept for your book. There are tons of (discipline specific) books available that explain how to write scientific texts but those mainly focus on technical aspects and not on proper research. What makes your book different to those? What topics do you consider to include?
... regarding the advices "Write fast, fix later" & Richard Friend's Rule 4, ... those seem being issues of research culture. As for the German context (there might be exceptions), if your advisor (we speak of the "Doctoral father") comes to the conclusion that you are not fully aware of the state of the art on your research topic in literature and if he/she finds any kind of serious mistakes in the argumentation or lacks of prove, in the best case, he/she stops reading and hands it back - in the worst case, you can forget about a reasonable evaluation of your doctoral thesis. Is this so different in other countries?
I agree with your 5-cents. Re No. 2.: Undergrads pass by swallowing (and regurgitating) everything that the lecturer says. As postgrads, they need a change of mindset. No. 3. is the other trap that students fall into. They describe every other type of research in excruciating detail (because it is easy), hardly linking it to their needed method.
I will send you (and anybody else that asks) some detail on the uniqueness and topics of my book.
The German supervisor is no different to that anywhere else. Richard Friend's remark and my support of it are intended to be English exaggerations to humorously make a point. Hence the exclamation marks. Seriously, the student must be the master of the relevant literature, but not follow it blindly.
"Write fast, fix later" refers to the creative writing process only, where grammar, typos and spelling are mechanical things that can be fixed later so a not to interrupt the flow of ideas. However, "Write slowly, check twice" is the researcher's mantra for noting author's names, quotes, facts, code and data.
If (1-3) were a "mistake" only done by undergraduates, it simply would be a matter of proper education. However, I fear it isn't. Let me give you two examples where our students in future, need to do it better than the current professional researchers:
(1) This year's spring, I analyzed ca. 380 articles from 20 years from different IS-related journals that deal with cultural issues. The idea to do that was inspired by an analysis of Leidner & Kayworth 2006, Meyers & Tan 2002, Ali et al. 2010, who checked which culture-models were adapted; but none did not check the particular argumentation). I actually found one single paper, in which the author at least tried to explain, why he thought that that the national culture model of Hofstede was appropriate to be adapted for his research. Contextually, most (maybe all) of the analyzed papers had to do with inter-cultural cooperative work or software developments and used the model or the "national values" of Hofstede to derive particular cultural attitudes/expectations/... of course in a specific content which was different to the context of Hofstede's research. This single paper's argumentation, was that "the model is commonly accepted" (the work of Leidner & Kayworth; Meyers & Tan; Ali et al. all found that over 50% (until 80%) of economics/IS scientists used this model or its national values ...
By the way, in my own research and the context of education, I was able to empirically proof that there is no such national culture (published this year) but that there are significant cultural differences between "sub cultures" that simply get lost when generalizing into national culture.
(2) When you look into journal articles (conferences are even worse), how many articles do you find where no page numbers can be found in the text, indicating where exactly a certain statement is written to which the authors refer? It is not just wordily quoting that requires page numbers but also referring to particular statements (if there is a paper that fully deals with the analysis of a single fact, it is useless to reference the one page with the conclusion, but if there more or less off-topic an opinion is stated in the paper which one wants to refer to, surely a page number is relevant to find it - else, you have to read the full paper just to find the spot). It simply is not done and what drives me crazy, a lot of journals obviously accept this practice.
I myself force my students to add page numbers to any referencing in the text (in the literature list it anyways is mandatory), what really makes them upset because they see (2) and ask me why they should do it different to what the acknowledged researchers commonly do.
Thanks for the explanation for "write fast, fix later".
@Thomas: (2) refers. Here is a cross posting from something I read on FB today:
Clare Yyyyyyy: A referencing question for my academic colleagues: if you are quoting from an electronic journal which has abandoned page numbers in favour of a doi link, how on earth do you reference the quote? Can you add your own page numbers?
Simon Xxxxxxx: Just make them up. That's what I do, with everything. Even content of my own work. In fact my name's not even Simon.
Hahahaha, thanks for sharing the "conversation". However, it makes me even more feel like an idiot hat I put hours into completing references where not even the journals provide the full ones (e.g., many journals abandon the issue number if the page numbers are ongoing ... from my perspective, also the issue-number is relevant. Often, you really need to search.
In case of purely electronic resources (e-Journals, e.g. EURODL, elearningpapers, you, btw., often really do not even have any page numbers because the papers are only stored as html documents (which has no pages at all). If I need to quote a particular sentence, I indeed produce a pdf and use the resulting page numbers I produced. This surely is not a clean way either but it somehow may help followers to find the specific part in a document.
@Thomas: Sadly, the pdf page number will then depend on whether your use US letter size or A4 ' paper'. How about "circa pp 3-4"?
sounds like a reasonable approach ... however, I am not sure what journal reviewers would say to that. However, it would be worth trying ...
Hi
As a student researcher - I think that the advice I was never given - but I should have been is to remember that it's ok to think. Quite often we are encouraged to read, evaluate, critically of course, but then it's time to think and it's ok to do that. it's also important to get your ideas out in the open - see what happens. We are often so isolated that sharing ideas is something which we worry about rather than just do.
Thanks. And the student needs to know that she / he must make big blocks of thinking time available.
How do I actually find things!? Where do Ideas come from!? Where and how can I get hold of assessment tools!? Is it best to make my own!? What options are there for me in my field of interest and how do I find out!? Actual examples, real life if possible... Also what needs to be on my CV in order for me to be at the top of the heap.... It is not just about grades! An entire section on conferences, collaborations and getting involved before post grad! Or during if you missed the boat! .... Yes please for info on your book Ian, sounds great.
Says:-
If I am allowed to share my personal experience.
When I was a student, the one thing I expected my teacher to teach me is the 'spontaneity' and 'flair' that comes to a writer while writing an article/manuscript. I must admit, none of my teacher's taught me that.
I do not blame my teachers here. On the other hand, I believe, that's the best way to teach/ educate a student, as, it made me to find it on my own! This actually made me really desperate to know the nuances of writing. I am not boasting that I have become a master now. I shall always remain a dedicated student!
This ART OF TEACHING, WITHOUT TEACHING, I would recommend it as one of the best methods to teach today's GAMING/ CHATTING GENERATION OF STUDENTS.
THE MORE YOU PONDER, THE MORE YOU SEARCH, THE MORE YOU LEARN!
Hi Ian:
I think the best advice I can give our students have to do research work is that the authors encuntren appropriate to support the theoretical analysis of the object of research.
In my experience, students can not or do not know how to find the most appropriate theoretical references to demonstrate the proposed in research.
And even when selecting the most appropriate authors, can not express clearly the theory they are using to relate data from fieldwork research developed.
Usually sets out the theoretical frameworks, but not demonstrated the close relationship between theory and data and the conclusions reached.
greeting
Hi Ian, I would offer the following advice. First is read the instructions. If you are working towards a research degree or writing for publication there will be guidance on style e.g. APA or Chicago or an in-house guide. Knowing that will save you hours of time in getting it right from the start and not having to re-edit. Interesting conversation above about referencing page numbers. A quick consultation of the relevant style manual would give you the convention of Paragraph and Line numbers, so "accurate referencing is a key skill ... " (Kennedy 2013, para 6 line 5).
My second piece of advice would be talk to your Librarian. If you are starting a long term piece of research this could be your most helpful relationship apart from your supervisor. Treat it as a long term collaboration and you will get the literature you need when you need it, access to expert search skills and the tools and techniques it takes to sustain a long term project. I would amaze students whom I could persuade to turn up with the article(s) that inform their key idea. Run them through a citation database and generate bibliographies in minutes that might take them months or which they would never achieve with that main stay of the lazy research student, Google Scholar.
Final bit of advice is get a good Reference Management Software, and learn how to use it. It will save you time and a good deal of frustration. Also you can import results direct from most major databases and output direct into your text with the correct citation format. Best Wishes Matt
@Mercedes: Yes, the researcher's theory and data must be congruent. Thanks.
From whatever my experience has taught me till now, I would say, what most students learn the hard way is the style of writing a thesis! Before going for it, they should be counselled on how to go about it, rather than making them repeat things umpteen number of times ! It will also save a lot of trouble for the supervisor / guide ! This is especially true for students from vernacular media ! Of course, a lot of material is now readily available everywhere but how, what, why, are questions for students which can be best answered by their guides, well in advance !
@Jaya, perhaps we should even get our students to read and analyse a research paper and somebody else's thesis in the area!
Yes Ian, a good idea ! An ideal paper or an ideal thesis reading would help the students to have something to fall back on ! Publishing papers during the completion of research work, also develops writing skills in the students! Moreover, it also boosts confidence :)
I would say:
1) How to find a good advisor /mentor- It must be one who reads emails, gives you appropriate feedback and cares about your work. It is also good to find a mentor than to learn on your own (asking for help is not a sin, especially when starting out). In this regard be patient and not write to him on a Sunday and expect feedback on his time off.
2) Know the readership you are addressing- it is expected that your advisor/mentor/readership knows about the field, but this does not necessarily know about x paper in y obscure journal with z obscure formula, so be explicit and concise in your literature review.
3) Be careful with your FOG index. There are plenty of theories on these that can go either way, but just be mindful that it is a point worth considering.
4) Be mindful of the politics of research, especially if your research is part of a project being funded by an external entity
5) Pick a research area that you like but not that you are extremely passionate about.This will push you to finish and not get so emotional about it that you will keep on it forever or assume postures that will harm your work or progress
6) Welcome constructive criticism- self explanatory
7) Learn how a search engine works- whichever one you use learn how to do effective queries to get the search results of papers that are relevant to your problem.
8) double and triple check your experimental setup and results. it is difficult to establish a reputation and really easy to loose it.
My two cents
Have you seen this? I thought it was a good read.
http://jcs.biologists.org/content/121/11/1771.full
I always discuss the thesis topic with my students.After finalisation of topics,I tell my student to conduct research work after literature survey. They come out with new ideas of solving the problem faced by them.I always praise them for their innovation.Some of my friends comment saying that You are giving more freedom to your students. I always feel students have to solve their problem and come up in their life.
I agree with Sukla sir because I am one amongst his many students who are pursuing research activities. What he has mentioned is true because i have discussed my research with him and this has benefited me a lot.
Very interesting. I would add that while students are not told to choose a" hot and trendy narrow topic", they find out the hard way.
Students should be told that negative results are as equally important as are positive ones.
There are many HAPPENINGS taking place in every field, such of those happenings may take a positive or a negative or even unturned over some time zone...so the first step should be to list down all the Happenings of the field and then assort it on trends and then prioritize to pick a HOT subject of research...
Ian have you read this? "How to succeed in science: a concise guide for young biomedical scientists"
http://www.nature.com/nrm/journal/v9/n5/abs/nrm2389.html
In terms of writing, it's important to remember that discovery and writing are inseparable, and I would in fact say that the writing can be key in clarifying the nature of the discovery. If writing is difficult for you (whether due to temperament or facility of language) you should at least write in outline form to clarify for yourself "What does this experiment/dataset add to the current knowledge?" Does it support a prior finding that needed to be strengthened, does it appropriately question an accepted finding, or pose a new question? Hopefully you can either develop the skills to write yourself and/or find someone who will help you articulate your thoughts well.
Regarding writing training/support: the PhD program in religious studies my husband graduated from had a required class called "dissertation proposal" where they had to propose their dissertation and help each other revise it, in preparation of submitting the proposal to the PhD program supervisory committee for a public defense of the proposal. The approval of this proposal is the last step in becoming ABD (all but dissertation). Do science PhD programs have similar courses/proposal requirements? Also, it seems to me that it would be helpful if universities provide writing/editing help/support for students--not just EFL writers, because believe me I have seen some terrible academic writing from native speakers! Also, a writing support/accountability group can be super helpful in keeping you writing regularly since you have to exchange drafts to critique at each meeting.
@Rachel: Thanks for the hot link. Yewdell you write well!
I agree that writing and research mutually reinforce each other.
The proposal is a keyconstruct (stet). Teaching of proposals (and all the other constructs) is spotty around the world and different schools (departments). This is my happy niche, where I am still learning.
Only bigger and better universities have writing labs. I only recommend making support groups.
Back to the topic of mentoring, I thought you might find these interesting and/or useful.
http://c.ymcdn.com/sites/www.asbmt.org/resource/resmgr/Docs/Detsky_mentor_2007-Aug_2013.pdf
http://www.med.upenn.edu/mentee/documents/mentor_guide.pdf
http://jco.ascopubs.org/content/31/6/811.short
This one is also a good one especially for young researchers:
http://www.insidehighered.com/advice/2009/04/27/belcher#sthash.4dvDWeNH.dpbs
These days I am taking more to heart the idea mentioned in this article of not revising a submission until it's been outright rejected three times. I think revising is hard for most of us and can interrupt the momentum of the process. In my opinion, choosing an appropriate journal to submit to next can actually be a better use of my time than revising. Once I know for sure that a journal is interested that's when I really spend time on quality revisions.
Thanks, Rachel. The blue boxes in #2 were useful. #3 is closely aligned with what I believe. #4 is good for showing all the paths after rejection.
Please reward yourself with the chocolate cookie attached. O
Good point, Ismat. They accept the old textbook as gospel, never to be questioned, and the lecturer's words as being true for all time and all places. However, doing research means questioning the foundations, finding which are wrong, unlearning them and then convincing the world that what they have found is right.
Supervisors giving the students the confidence to begin in the first place. Understanding the rules associated with research
Would like to add the following two:
1) Learn how to write & publish article / thesis through presenting in conference proceedings & submitting them to ISI journals - after being scholarly questioned & criticized, new research students can improve their quality of work tremendously on the article / thesis
2) Learn how to manage their supervisor / advisor / mentor effectively - new research student needs to know his or her supervisor etc strengths & weaknesses / likes & dislikes by focusing / leveraging on their strengths and minimize any conflict so that they can help / guide you maximally.
My E-textbook is now available, readable with Kindle software on Android or Windows.
Dear Ian,
From more than 27 years experience working with students, I found 2 types of students, enthusiastic and certificate man students. Enthusiastic group, they read, working hard and learning from trial and error, when you ask them , and if they do not know the answer, tell you not to give the answer, then they go to search the answer. This type of students are real researchers. The second group is a certificate man students just looking for to get a certificate of MSc or PhD for promotion or something else; they are usually hide things results, serious mistakes done in the experiment. Sometimes I ask myself why scientific research is not still going well?
Best regards
Dear Ian Kennedy, Thank you very much for making very important inquiries on the Research Gate portal and inspiring important discussions on particularly important issues.
The topics that are the subject of discussion are particularly important and scientifically important and in the context of human life.
In special situations, i.e. high-risk, it is important to test in laboratory conditions, on simulators, in academic research laboratories equipped, for example, with modern computer games in the application of didactic processes.
I invite you to the discussion.
In special situations, i.e. high-risk, it is important to test in laboratory conditions, on simulators, in academic research laboratories equipped, for example, with modern computer games in the application of didactic processes.
Computer games become a didactic instrument complementing training on simulators of machines, devices, cars, aircraft, etc.
However, it is not the only field of the didactic process in which computer games can turn out to be a good instrument in the field of modern educational techniques.
In view of the above, the evolution of gaming should aim, inter alia, towards the development of educational games that will effectively perform the functions of effective instruments of modern educational techniques.
In view of the above, the current question is: In which areas of the didactics process, computer games can be a good instrument of modern educational techniques?
I invite you to the discussion.
Dear Ian Kennedy, Thank you very much for asking this very important question.
Question:
What are new research students never told, but always seem to have to find out the hard way?
this is a very important issue that requires scientific research.
The above discussion inspired me to the following considerations:
At present, in the age of the technological revolution known as the 4.0 industry, new teaching concepts are being defined as education 4.0.
The technological revolution in recent years, known as Industry 4.0, is motivated by the development of the following factors:
Big Data database technologies, cloud computing, machine learning, Internet of Things, artificial intelligence.
In addition, in the knowledge-based economy, the important areas of knowledge and technologies that are developed are primarily the development of data processing analytics in Business Intelligence enterprises, the development of life science technologies, biotechnology, eco-innovation, energy, medical intelligence, etc.
On the basis of the development of the new technological solutions mentioned in recent years, the processes of innovatively organized analyzes of large information collections gathered in Big Data database systems dynamically develop.
Therefore, I am asking you the following questions:
Does the development of data processing technology in Big Data database systems and other technologies developed in the field of technological revolution Industry 4.0 generate the need to develop education 4.0?
How can you describe the correlation between the Industry 4.0 technological revolution and modern 4.0 education?
I invite you to the discussion
Activating critical thinking of students and students is a particularly important determinant of effective education. Modern education instruments are important in this area, thanks to which analytical techniques, brainstorming, debates, discussions, etc. used in the education process of students and students are developed. These techniques should also develop creativity, innovation and teamwork.
In my opinion, activating critical thinking of students and students, developing the ability to discuss in debates, to develop creativity, innovation and teamwork of students and students perfectly correlates with the development of the concept of modern education 4.0.
At present, in the age of the technological revolution known as the 4.0 industry, new teaching concepts are being defined as education 4.0.
The technological revolution in recent years, known as Industry 4.0, is motivated by the development of the following factors:
Big Data database technologies, cloud computing, machine learning, Internet of Things, artificial intelligence.
In addition, in the knowledge-based economy, the important areas of knowledge and technologies that are developed are primarily the development of data processing analytics in Business Intelligence enterprises, the development of life science technologies, biotechnology, eco-innovation, energy, medical intelligence, etc.
On the basis of the development of the new technological solutions mentioned in recent years, the processes of innovatively organized analyzes of large information collections gathered in Big Data database systems dynamically develop.
Therefore, I am asking you the following questions:
Does the development of data processing technology in Big Data database systems and other technologies developed in the field of technological revolution Industry 4.0 generate the need to develop education 4.0?
How can you describe the correlation between the Industry 4.0 technological revolution and modern 4.0 education?
What instruments of modern education should be used in the context of the development of new online media?
I invite you to the discussion.
That the path to the new discovery is slow and difficult. That they remain only the most persistent in that!
When we were newly admitted research scholars, nobody told us about our Professor on the nature of his working style, way of mentoring scholars, about his preferences etc. But we cope up slowly.
New students are rarely told about the statistics part and minimum number of data requirement for publication and other important matters which inquire publication in reputed journal
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