Hi Baskar, when I was doing PhD, we could choose package A (thesis/research only) or B (thesis and course work). The course work was good, not a waste of time. The courses offered were mainly Research Design (RD), Basic Statistics, Advanced Stats and Computer Applications.

Many aspects about research do's and dont's were discussed in RD, including the futility of plagiarism. The stats courses enabled me to be more independent of my supervisors. So the courses actually facilitated the research work.

The students who were doing PhD part-time could not always register for the courses because their time was limited. Still they wanted to have the basic knowledge, so they audited. They opted for Package A. All in all, we benefited greatly, whether we audited or took the coursework for credits.

My name is Brian Wood and I am currently working on my PhD in Education (Curriculum Design and Technology). The program I am involved is primarily a series of classes that build up the eventual goal of the dissertation. All of the classes have some direct association with curriculum design and technology. However, a few of the classes were simple enough they were not as helpful as one might assume. Those classes I already knew a great deal about having worked as a webpage designer for a few years and having a Computers and Mathematics degree from Purdue University.Other classes were absolutely necessary to understand curriculum design and technology. The degree also has a slant involved in management in higher education and funding the same. In the end, every class has a particular purpose in training graduate students for not only working in the field, but possibly fulfilling positions in academic management.

At Virginia Tech, it is determined by the Graduate Student Committee determines the courses that a doctoral student takes. This will be determined by the background of student and the research focus of doctoral effort. It is a total of 27 credits in four years.

First, I would never advocate a heavy course load at the graduate level in any research-based program. I believe that students need ample time to get their research moving, and I think most students can and should engage in research from day 1.

That said, I think the dependence on coursework depends a lot on the particular program as well as whether or not a masters in the field is required before the doctoral work. Few, if any, undergraduates come to graduate school with all of the fundamental knowledge required for becoming a scholar in the chosen field. At least in Cognitive Psychology/Neuroscience, a student must be conversant in a range of topics and methods that will typically extend beyond the thesis material. Although some of this knowledge can be obtained during research training, it is often more efficient and more consistent to have a small number of courses that give all students in the program a common language and fundamental skills/knowledge for that field. I absolutely agree that coursework should be tailored to the specific needs of the field in which the doctoral student is entering and the course requirements should all serve the students in ways that promote their research and move them towards the thesis.

I like the Virginia Tech model described above that tailors the coursework not just to the field and goals of the program but considers the specific student. I wonder how easily this model could be adapted to different fields and different programs.

Finally, in the programs with which I have been affiliated, I have noticed that coursework (which is largely seminars and journal clubs) also builds support structure among students from different sub-fields and different labs. I don't think we should discount the potential value of networking at this local level; in the absence of coursework, we would want to offer other opportunities for students to build these connections early.

Thank you all for this very interesting discussion. As a previous NewRoute PhD student in the United Kingdom, the structure and high quality of the NewRoutePhD programme has provided the opportunity to develop my research skills and to participate in advanced taught modules with experts and researchers in different research areas, which enrich my experience and improve my knowledge.

My previous university offers a truly unique experience, combining the best education with an extensive programme of activities, a fantastic place for research and making friends !! at the end of the day, its not just about getting your PhD, its also about the learning experience.

Coursework is learning activity that will gradually integrate research in professional practice. Coursework is research engagement. It makes the students exist in the research world. In our university all phd subjects require coursework. Easy or hard phd coursework depends on learning objective and outcome. Example, coursework in Educational Design and Administration is requiring the students to examine this topic “Interdependence model in adopting internalization in basic education”. Students are required to define the concepts and relationships of concepts in the given topic. Learning activity begins from simple definition to discussion to critical thinking process and conceptual mapping. This is simulating writing chapter 1 of thesis or dissertation. Viewing the topic broader will drive the students to read, read, and read on the topic being examined. This is simulating chapter 2 of thesis or dissertation. Sometimes thesis and dissertation writing is associated with fear, lack of confidence, and lack of motivation when we approach it similar to book presentation. Let us join them how to exist in the research world with compassion and cultural sensitivity to make the students appreciate and enjoy the coursework.. Teach with care and care to teach.

Thank very much all for discussing about this interrogation. Other discipline people are facing lot of problems due to course work structure. if the PhD student have not chemical engineering background, according to the university rules and regulations, the student must finish lot of courses when compared to chemical engineering background students. But they have framed the course work syllabus is highly advanced which is same for chemical engineering background , non-chemical engineering and other science graduate students. Other disciplines are affecting this kind of system, they did not know about basic level of chemical engineering how can they understand highly advanced syllabus. the frame of course work is very important. I suggest, the courses will fix depending upon the student academical background.

I think the point about coursework having to be somewhat tailored to an individual's needs is important, but it also suggests that there are (at least) two different issues up for discussion.

Issue 1: How much coursework should be required of an entering graduate student? I would argue that there are few, if any, programs that would not see coursework as an important element because it gives students a common ground and ensures that they develop the relevant expertise. Of course, the design of the curriculum should be commensurate with the goals of the program.

Issue 2: What is the expectation about prior knowledge? This is both a question about coursework and about admissions. If a student is coming in with insufficient background to handle the required coursework, what do you do? One could impose a tailored curriculum to get the student up to speed or take a sink, or assume that this is a self-motivated high achiever who will step up and figure it out. However, if a large number of students are entering with insufficient background, then either the curriculum or the admissions process is not matched to the goals and expectations of the program.

I find these issues important to grapple with, not just at the outset of a program but as a regular part of on-going programming evaluation. it is fantastic to see so many insightful comments.

Coursework is supposed to enhance knowledge before starting researches. However, it is seen that certain courses that are hardly relevant to the research topic are sometimes forced on the student.

In fact, way back in 1975, when I joined as a research student in the IIT, Kharagpur, I had to go through a one year long paper in Russian language. There of course was another option; I could have taken German language too instead of Russian. I am not yet sure why I at all I had to learn Russian anyway!

Doctoral studies, aim the specialization of students in their research training, I agree with Ali that this should be enriching academic process to consolidate approaches, theories, methods, findings and scientific discipline. According to the doctoral curriculum design may include courses or activities to consolidate knowledge.

In the experimental sciences, a doctor is able to conduct research independently and to supervise PhD students other scientist. In countries like Spain, Portugal, Denmark and the US where doctoral theses last four years or more (in United States typically lasts six years), it is expected that a new doctoral can design your own research. By contrast, in countries like England or France, where theses last about three years, it is understood that it is necessary that the young researcher spend a postdoctoral period in which you work (separately, of course) in research devised by a senior scientist. These subtle differences professionals quickly fade as doctors gain experience, so after a few years, a doctor or PhD research is a science professional, highly qualified (and with demonstrable experience) to deal with problems, ask questions, be critical of his own research and that of others, and to advance knowledge. That is, is someone who bases their professional growth and again rethink everything you know, challenge established knowledge as a working method and is used to learn from mistakes.