Research topic and proposal

Overview and research

In interviews with experienced supervisors at the ANU there was agreement on the need for significant effort and time from the supervisor at the beginning of a candidature to assist the candidate establish their topic/problem/question. This was so across all disciplinary areas. These supervisors recognised that a key to a successful candidature was the formulation of the problem/topic/question because it was that which ensured focus and engagement. This view was also seen to apply to candidates who began with a project for which they had been selected and funded, or given initially by their supervisor. The problems that can arise if this process is not successful are evident in poor/failing theses or unnecessarily lengthy candidature.

Furthermore, current pressures for timely completions can make the need for both focus and ownership more problematic. For this reason, of equal importance, is the selection of a topic and a project plan that sets some boundaries on the program of study. Such a plan can reduce risk of failure and ensure in advance that the necessary resources will be forthcoming. It can also assist in ensuring that there is sufficient scope/challenge for a research education program. There is a continuum as some scientists say from high risk 'death or glory' projects to 'stamp collecting' which at its worst can be replication of techniques.

Ensuring that the candidate has many opportunities to talk with peers and to present their 'thinking' informally prior to the Research Proposal Review (TPR), due 6 months FTE after commencement, can be very helpful for many candidates in clarifying their topic.

Phillida Salmon (1992) identified from her research what she called 'product' students and 'process' students. (Salmon herself holds "a view of research as a process, rather than merely a product.") We can imagine a continuum with at one end the 'product' student, often young, straight from Honours who needs the 'product' i.e. the PhD, for a job and career. It is not unusual for this student to select a topic that is 'doable' and 'topical' or even accept a topic from a supervisor. At the other end of the continuum is the 'process' student who is often mature-age and who is undertaking the PhD for more personal, intrinsic reasons. This student is often the one who 'wants to make a difference' and so their topic is often a very personal one. These candidates are also very aware of the transformation which they are undergoing and like to discuss this. While these two examples are stereotyping, it is useful to consider where your students might fall on the continuum and so where you sit with regard to supervision - I had one supervisor once tell me that 'There is no way I could ever supervise one of those process students!'

Research proposal

Many experienced supervisors, and successful candidates, suggest that preparing a research proposal for presentation at a seminar within six months of commencement helps with focusing on the topic. While many universities provide candidates with a template for their proposal, the main components are usually:

• What is it that you are researching?
• Why is it important that this be researched? (The perennial 'So What?' question!)
• How will you go about researching this

The above text was based on the following research:

Cullen, D. J., Pearson, M., Saha, L. J. & Spear, R. H. (1994) Establishing Effective PhD Supervision, DEST, 94/23

Salmon, P. (1992). Achieving a PhD: Ten students' experiences. Stoke-on-Trent: Trentham.

Ideas and tools

From topic to research:

A systematic approach to analysing the literature.

Points to reflect on:

How can you help a student find the balance between identifying a topic that gives them the 'passion' to keep going but that is also manageable in the limited time of candidature?

To what extent are you prepared to allow your students to 'canvass widely' before trying to narrow their thinking on the topic?

Concept maps

Concept maps have been found to be helpful as a means of focussing discussion on the topic or research question (See Theory Underlying Concept Maps and How To Construct Them by Joseph D. Novak, Cornell University)

Practitioner Tip

Piera Carroli (School of Language Studies at the ANU) describes how she assists students with formulating their topic (in this instance for Honours) when she was enrolled in the award course EDUC8004 Research Supervision.

"I usually discuss possible research topics with prospective students as soon as they approach me to indicate that they would like to further their studies. Some students have very defined ideas of what they wish to research; others instead only have a general idea of what field they wish to investigate. At times it is hard for these students to focus on a "workable" project and also to "operationalise " it into research questions, design, framework and possible title. This year in particular two students seemed to have trouble "turning a fascination [.] into a research area" and "a research area into a question" (Wisker, 2005, p. 71). I have used Wisker's (2005) chapter 5 in meetings with these students to help them problematise and conceptualise their ideas as follows:

Explanation and discussion of stages involved in developing a research question clearly outlined by Wisker (2005, pp. 72-76).

Students then identified their research approach (p. 77), focus and question. I have asked students to prepare during the Easter break the second stage using a slightly modified version of the activity proposed by Wisker (2005, p. 83) in order to enable them to:

a) Formulate more clearly their research area and their topic (try to write a title and subtitle)

b) To identify the boundaries of their research areas and the gaps existing/not addressed in the field; who are the main theorists in the field? Are their theories / ideas / hypothesis different? Why? Which theories/theorists will they use to back their project and why.

c) Clearly define data to analyse out the ones already discussed as possible and "doable" within the time frame.

d) Decide on one of the collection methods discussed (and shown by looking at other similar studies carried out elsewhere).

e) Decide on a method of analysis of responses / data / texts (themes / frequency /contrast/comparison etc).

f) Try to foresee how you will be able to draw conclusions on the basis of what you predict you will find.

This activity aims to enable students to better prepare for the discussion of their research proposal by firstly showing and discussing the necessary stages and steps of the research process which underpin sound dissertations and secondly, by asking them to take responsibility of their research and propose a more defined picture of their journey. The overall goal is to support students' progress at this difficult stage and enable them to formulate a clearly defined project to work on and feel less anxious."

Reference

Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Basingstoke: Palgrave Macmillan.

ANU information

Support for candidates in writing and seminar presentation is available from the Academic Skills and Learning Centre.

 

For College-specific information contact:

College of Engineering & Computer Science

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College of Medicine and Health Sciences

Alternatively, contact the College Associate Dean (HDR) for more general college information.