Relevant bibliographies by topics / PhD research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'PhD research'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "PhD research"

1

Jones, John Chris, and Dirk Jacobs. "PhD research in design." Design Studies 19, no. 1 (1998): 5–7. http://dx.doi.org/10.1016/s0142-694x(97)00029-x.

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Bellissima, Valentina, Alessandro Borghesi, Valentina Bozzetti, et al. "Italia-Netherland PhD Program: The I.O. PhD Research Program." Journal of Maternal-Fetal & Neonatal Medicine 24, sup1 (2011): 111–13. http://dx.doi.org/10.3109/14767058.2011.607662.

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Frame, Iain A., and ILiz Allen. "A flexible approach to PhD research training." Quality Assurance in Education 10, no. 2 (2002): 98–103. http://dx.doi.org/10.1108/09684880210423582.

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The Wellcome Trust has reviewed the provision of PhD training from the viewpoint of the students and supervisors it funds; this paper presents evidence from these reviews. A number of factors affect the “success” of the PhD training experience; what is considered good (i.e. fit for purpose) PhD research training may be different for the student and the supervisor. Compares and contrasts the views of PhD students and PhD supervisors on a number of issues including reasons for doing a PhD, the purpose of PhD training and perceptions of the quality of PhD research training. Suggests that to support the different needs of students, supervisors and the science base, a flexible yet quality assured approach to PhD research training is required.
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Mercer, Theresa, Andrew Kythreotis, Carol Lambert, and Gill Hughes. "Student‐led research training within the PhD: “PhD experience” conferences." International Journal for Researcher Development 2, no. 2 (2011): 152–66. http://dx.doi.org/10.1108/17597511111212736.

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Banks, Michael. "Research council slashes PhD numbers." Physics World 24, no. 09 (2011): 9. http://dx.doi.org/10.1088/2058-7058/24/09/18.

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Bazeley, Pat. "Continuing Research by PhD Graduates." Higher Education Quarterly 53, no. 4 (1999): 333–52. http://dx.doi.org/10.1111/1468-2273.00135.

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Goodman, Petra, Rebecca C. Robert, and Joyce E. Johnson. "Rigor in PhD dissertation research." Nursing Forum 55, no. 4 (2020): 611–20. http://dx.doi.org/10.1111/nuf.12477.

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Horta, Hugo, Mattia Cattaneo, and Michele Meoli. "PhD funding as a determinant of PhD and career research performance." Studies in Higher Education 43, no. 3 (2016): 542–70. http://dx.doi.org/10.1080/03075079.2016.1185406.

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Ghimire, Santosh, Shreeram Khadka, and Durga Jang KC. "Structure of Mathematical Research." Nepal Journal of Mathematical Sciences 2, no. 2 (2021): 113–22. http://dx.doi.org/10.3126/njmathsci.v2i2.40130.

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In this paper, we discuss about the structure of various components of mathematical research. We mainly focus on the structure of PhD proposal, PhD thesis and research article. We describe in detail about the standard structure of these components in the context of mathematics.
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Bonavida, Benjamin. "Benjamin Bonavida, PhD." Critical Reviews™ in Oncogenesis 24, no. 2 (2019): v. http://dx.doi.org/10.1615/critrevoncog.v24.i2.10.

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Dissertations / Theses on the topic "PhD research"

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McKenna, Sioux, Lynn Quinn, and Jo-Anne Vorster. "Mapping the field of Higher Education Research using PhD examination reports." Routledge, 2018. http://hdl.handle.net/10962/66669.

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Pre-print<br>The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
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Charity, Ian. "PhD and professional doctorate : higher degrees of separation?" Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/837/.

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This thesis presents an exploration of the "purpose and process" of doctoral education and has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. This work addresses the lack of pedagogical research into doctoral education at a time when changing perspectives are reshaping the doctoral education landscape. A number of alternatives to the traditional research PhD now exist and this has generated debate as to the specific differences between the various programmes. This research explores the purpose and process of doctoral education from the perspective of the traditional PhD and the professional doctorate and uses Northumbria University as the case study institution. This research is timely since at Northumbria new doctoral programmes are being established and existing professional doctorate programmes are undergoing significant revisions to try and provide distinctive alternatives to the PhD. The current debates regarding the strengths and weaknesses of the PhD and professional doctorates are presented and three key processes of doctoral study are critically reviewed; knowledge generation, supervision and assessment. A distinguishing feature of this research is my own position within the research setting: I am both a DBA student and a member of staff involved with the delivery of doctoral programmes. Furthermore, the product of the research itself is enmeshed with the research topic and I introduce the concept of "compounded insiderness" to describe this situation. Methodologically, this has lead to the adoption of a constructivist ontological stance coupled with an interpretivist theoretical perspective for analysis. The subjectivity of this research and my influence on the research process has been acknowledged as a central feature, demonstrated through reflexive behaviour. The research strategy is inductive in nature with data generated through twenty-two ethically conducted interviews with purposively selected participants in the doctoral research community at Northumbria University. Software has been used to store, organise and manipulate the data that were then analysed using a combination of concept driven and data driven coding structured using Nigel King's template analysis method. Student perceptions were analysed separately within PhD and professional doctorate subgroups and then compared across the two programmes whereas the staff interview data were analysed as a whole. I argue that this research is highly transparent and has the potential to be transferable to other higher education intuitions. This research makes an original theoretical contribution by concluding that, at a broad level of comparison, the taught stage of the professional doctorate separates the routes initially but once the research phase is underway, the PhD and professional doctorate at Northumbria University overlap considerably. Where differences exist, these are subtle and more likely to be related to the purpose of the programmes rather than any tangible differences that would be experienced by students in terms of process. Staff may see the programmes as "notionally different", but the interpretation of the purpose of a professional doctorate is subject to debate, particularly with regard to "making an original contribution to knowledge" and the role of theory. As a consequence, this raises serious questions regarding assessment. Professional doctorates are caught in a difficult position, since they desire to be different to a PhD and to attract different candidates, but must maintain a level of academic parity in order to be attractive. This research aims to improve professional practice at Northumbria University by raising awareness of similarities and differences between the programmes and it has already made an impact in this respect.
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Clever, David C. Clever. "T Cell-Intrinsic PHD Proteins Regulate Pulmonary Immunity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471868519.

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Ugur, Erdogmus Feray. "Research Trends In Ceit Ms And Phd. Theses In Turkey: A Content Analysis." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610394/index.pdf.

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The main aim of this study is to look for trends in the instructional technology field in Turkey and to visualize general tendencies in the field in research topics, research types, and methodologies. Content analysis research design was used in this study. In this study, the unit of analysis was MS theses and PhD. theses published in instructional technology departments in Turkey, and the researcher aimed to analyze all of the population. Hence, 215 MS theses and 32 PhD. theses were analyzed in this study. The data were categorized according to characteristics of the MS theses and PhD. theses (author, university, advisor, and publication year), research topics, research methods, sample type, sample size, data collection methods and research settings. These categories were statistically analyzed. In these statistical analyses both frequencies of these categories and fluctuations of these categories in time were analyzed. The findings of the study indicated that most of the MS theses were published in the Middle East Technical University and most of the dissertations were published in Ankara University. In addition to this, most of the MS theses and PhD. theses used quantitative research methods, and experimental studies were the most popular type. Not surprisingly, the study results revealed that convenient sampling was the most preferred sampling method and most of the studies used 31 &ndash<br>100 subjects in their samples. Moreover, questionnaires, aptitude tests and interview schedules were the most common data gathering instruments used, and higher education was the most preferred research environment for the studies analyzed. Finally, most of the MS theses and PhD. theses focused on delivery system media formats, comparison studies and learner variables.
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Dlamini, Khosie Konkhekluhle. "Library research support for masters and PhD students at the University of Eswatini." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32628.

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The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.
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Wright, Jean. "Selection, supervision and the academic management of research, leading to the Degree of PhD." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316389.

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Singh, Nicola. "On the 'thesis by performance' : a feminist research method for the practice-based PhD." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36132/.

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This doctoral project challenges the conventions of academic enquiry that, by default, still largely shape the procedures of practice-based PhDs. It has been submitted in the form of a ‘thesis by performance’ - a thesis that can only be realized through live readings that present knowledge production as something done in and around bodies and their contexts. The aim has been to reposition institutional and educational knowledge in an intimate, subjective relationship with the body, particularly the researchers own body. The ideas gathered together in this ‘thesis by performance’ address the body and its context using material that was sometimes appropriated, sometimes invented and sometimes autobiographically constructed. From the start, these approaches and sources were used to directly address those listening in the present, the ‘now’ in which words were spoken. An approach influenced by feminist thinkers in the arts, Kathy Acker, Chris Kraus, Katrina Palmer and Linda Stupart. The methodological development of the research has been entirely iterative – developed through the making and presenting of performance texts. Each text was presented live as part of mixed-media installations, experimenting with how language and voice can be visualised and choreographed. Consequently, the resulting ‘thesis by performance’ is a doctoral submission unimpeded by a printed script - only an introductory statement and two appendices are available outside of a live reading. In this way the process of performance can inspire new terms of reference in the field of postgraduate practice-led research entirely on its own terms.
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Isik, Tas Elvan Eda. "A Corpus-based Analysis Of Genre-specific Discourse Of Research: The Phd Thesis And The Research Article In Elt." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609375/index.pdf.

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Writing a research article is not an easy task for novice researchers, who begin their study as outsiders in the academic community and who must deal with both the apprenticeship in their fields and the challenge of writing in a new genre. Moreover, PhD thesis is a genre which is very frequently &ldquo<br>recontextualized&rdquo<br>as a research article by the novice researcher. The aim of this study was to conduct a contrastive analysis of the genre-specific features of introductions in a corpus of theses written in PhD programs in ELT offered by Turkish universities and in a corpus of published research articles in ELT written by expert authors of different nationalities, in order to specify the similarities and differences in the authors&rsquo<br>use of lexico-grammatical, discoursal and rhetorical features in the two corpora. The analyses included both a hand-tagged and a computerized analysis of the two corpora. Specifically, the vocabulary profiles, the readability statistics, the use of verb tenses and citations, the move-step structures and the author presence markers of the two corpora were subject to contrastive analyses. The analyses revealed that the language of the RA introductions was structurally more academic, lexically dense, and thus, more difficult to read compared to the PhDT introductions. Moreover, although the CARS Model (Swales, 2005), to a large extent described the move-step structure of the RA introductions, it could not account for the move-step structure of the PhDT introductions. With respect to these variations, proposals were made to increase the effectiveness of the target PhD programs in empowering the novice researchers in their access to the discourse community of ELT.
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Gliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.

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This study takes a close look at the characteristics of the feedback received by PhD candidates and explores how they then interpret that feedback. Over 200 PhD candidates participated in the study by providing data over a six month period using a custom-built Internet-interfaced database. Each candidate completed a self-concept test both at the beginning and again at the end of this period. In between, they completed an 'e-diary' in which they recorded data about every feedback interaction that they experienced over the six months. From the data collected, the Researcher developed a model showing how feedback is processed and the effect that this process has on PhD candidates.
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Bloch, Joan R., Maureen R. Courtney, and Myra L. Clark. "Practice-based Clinical Inquiry in Nursing for DNP and PhD Research: Looking Beyond Traditional Methods." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/0826126944.

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Meticulously compiled to serve the specific needs of APRNs and nurse executives engaged in doctoral-level research, this text provides evidence-based and practice-based scholarly methods not traditionally taught in PhD or DNP programs. Building on and expanding traditional nursing research methods, the bookfocuses on both existing and evolving methods of clinical inquiry, some of which incorporate technology and knowledge from other disciplines. These are approaches that can be translated into clinical practice, providing the nursing profession with unprecedented opportunities for collaboration in improvinghealth and health care systems. Methods include quality improvement, implementation science, logic models, program planning and evaluation, patient-engaged and community participatory research, dissemination research, big data, comparative effectiveness research, secondary analysis, and systematic reviews. Chapters provide clear guidance on why and how to use a particular method, and are consistently organized to enable a comparison and contrast of different approaches in order to select the one that best fits a particular research need. The text highlights the importance of each approach, and discusses why touse a particular method for doctoral nursing work. Chapters describe how to apply the method along with how to interpret findings and disseminate them. Thedescription of each method concludes with examples from the published literature. Practical tips for impact and success in research and program proposals increase the text value. Key Features: Presents research methods specifically for doctoral-level evidence-based and practice-based clinical research Describes interdisciplinary health care methodologies focused on evidence-based improvement in health care Offers practical information on benefits and use of each method Provides examples of each method from published literature Written by experienced academic and practice scholars from across the United States<br>https://dc.etsu.edu/etsu_books/1137/thumbnail.jpg
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Books on the topic "PhD research"

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Gurney, Laura, Yi Wang, and Roger Barnard. Narratives of Qualitative PhD Research. Routledge, 2022. http://dx.doi.org/10.4324/9781003256823.

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Bourner, Tom. Practitioner centred research and the PhD. University of Salford. Revans Institute for Action Learning and Research, 2002.

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Grix, Jonathan. Demystifying postgraduate research: From MA to PhD. University of Birmingham Press, 2001.

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Trust, Wellcome. Review of Wellcome Trust PhD research training. Wellcome Trust, 2000.

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Trust, Wellcome. Review of Wellcome Trust PhD research training. Wellcome Trust, 2000.

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Green, Bill, Catherine Manathunga, and Alison Lee. Doctoral Research Supervision, Pedagogy and the PhD. Routledge, 2023. http://dx.doi.org/10.4324/9781003298731.

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Mulinge, Rita. Abstracts of PhD and MSc theses in agroforestry, 1999-2005. World Agroforestry Centre, 2005.

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Churchill, Harriet. Getting your PhD: A practical insiders' guide. SAGE Publications, 2007.

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Bloch, Joan R., Maureen R. Courtney, and Myra L. Clark, eds. Practice-Based Clinical Inquiry in Nursing for DNP and PhD Research. Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826126993.

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Medici, Marco, Valentina Modugno, and Alessandro Pracucci, eds. How to face the scientific communication today. International challenge and digital technology impact on research outputs dissemination. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-497-8.

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Dissemination of scientific results is an important and necessary component of research activity. Nowadays research asks to be widely diffused and shared in a larger community in the effort to demonstrate its innovation and originality, so to enlarge network and obtain funds to keep working. In this context, PhD students, as part of scientific community and young researchers in training, have to understand the rule of publications to define the best strategy for the dissemination of their research. The present book, through the experiences of national and international PhD candidates, PhDs and Professors, is a contribute in the current opened debate on the most effective strategies and related tools to design specific actions, to highlight and improve the peculiar qualities and disciplines of each research.
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Book chapters on the topic "PhD research"

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Huizingh, Eelko K. R. E. "Research Skills." In Unlocking PhD Success. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-40651-5_2.

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McAlpine, Lynn, and Cheryl Amundsen. "Achieved Research-Teaching (Researcher Route)." In Post-PhD Career Trajectories. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57660-6_5.

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Dunleavy, Patrick. "Publishing Your Research." In Authoring a PhD. Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-80208-7_9.

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Williams, Kate, Emily Bethell, Judith Lawton, Clare Parfitt-Brown, Mary Richardson, and Victoria Rowe. "Talking about your research." In Completing Your PhD. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-35681-8_14.

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Williams, Kate, Emily Bethell, Judith Lawton, Clare Parfitt, Mary Richardson, and Victoria Rowe. "The ethics of research." In Planning Your Phd. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01374-3_12.

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Letiche, Hugo, and Geoffrey Lightfoot. "Research Ethics and Methods." In The Relevant PhD. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-629-5_5.

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McAlpine, Lynn, and Cheryl Amundsen. "Achieved Research-Teaching (Non-research Routes)." In Post-PhD Career Trajectories. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57660-6_6.

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Chen, Shen, and Thi Thuy Le. "International PhD students." In The TESOL Research Training Journey. Routledge, 2021. http://dx.doi.org/10.4324/9781003015567-31a.

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Williams, Kate, Emily Bethell, Judith Lawton, Clare Parfitt, Mary Richardson, and Victoria Rowe. "What’s in a research plan?" In Planning Your Phd. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01374-3_19.

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Thomas, Desmond. "Managing Research Reading." In The PhD Writing Handbook. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-49770-3_4.

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Conference papers on the topic "PhD research"

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Bracewell, Kristin Anne. "UNDERSTANDING EMPLOYERS' PERSPECTIVES ON PHD WORK PLACEMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0229.

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Jyothi, M. P., and T. P. Surekha. "A Research Proposal of Design Challenges and Solutions of Miniaturized SWB MIMO Antenna." In 2024 IEEE 6th PhD Colloquium on Emerging Domain Innovation and Technology for Society (PhD EDITS). IEEE, 2024. https://doi.org/10.1109/phdedits64207.2024.10838635.

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Zhao, Kangli, Anping He, and Di Zhao. "Research on High-Efficiency Asynchronous Superscalar Processors: (PhD Forum Paper)." In 2024 IEEE 35th International Conference on Application-specific Systems, Architectures and Processors (ASAP). IEEE, 2024. http://dx.doi.org/10.1109/asap61560.2024.00058.

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Olsson, Anna Karin, and Kristina Areskoug Josefsson. "BE SMARTER! STRATEGIC CAREER PLANNING VIA WORK-INTEGRATED LEARNING IN PHD EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0607.

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Li, Chun, Qinglong Bao, and Jiameng Pan. "Multi-target Tracking Method of Non-cooperative Bistatic Radar System Based on Improved PHD Filter." In 2024 Photonics & Electromagnetics Research Symposium (PIERS). IEEE, 2024. http://dx.doi.org/10.1109/piers62282.2024.10618718.

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Jenčková, Barbora. "Elasticity as a Determining Factor for the Natural Regeneration of the Settlement Structure." In PhD Research Sympozium 2017. Fakulta architektury VUT v Brne, 2017. http://dx.doi.org/10.13164/phd.fa2017.2.

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Ježková, Tereza. "The Impact of Public and Developer's Interest on Sustainable Urban Development." In PhD Research Sympozium 2017. Fakulta architektury VUT v Brne, 2017. http://dx.doi.org/10.13164/phd.fa2017.3.

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Kilnarová, Pavla. "Quality of Public Spaces Data Evaluation." In PhD Research Sympozium 2017. Fakulta architektury VUT v Brne, 2017. http://dx.doi.org/10.13164/phd.fa2017.4.

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Kraut, Jan. "Countryside settlement and its transformations in case of Moravian-Silesian Beskids and its foothills." In PhD Research Sympozium 2017. Fakulta architektury VUT v Brne, 2017. http://dx.doi.org/10.13164/phd.fa2017.5.

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Leitmannová, Andrea. "The Space for Creativity: Reusing of the Empty Urban Spaces for the Creative Industry." In PhD Research Sympozium 2017. Fakulta architektury VUT v Brne, 2017. http://dx.doi.org/10.13164/phd.fa2017.6.

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Reports on the topic "PhD research"

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Silverman, David. Credible Qualitative Research. Instats Inc., 2023. http://dx.doi.org/10.61700/qyww40gn48lun469.

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Qualitative research is often judged as if it were quantitative, with various critiques such as small sample sizes that can lead to the critique that it is not credible. This seminar offers a way to conceptualise and maximise the credibility of qualitative research in the context of a world that increasingly favours quantitative studies. The seminar is relevant to PhD students and post-PhD researchers who want to do qualitative research and to write it up rigorously and effectively. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Silverman, David. Credible Qualitative Research. Instats Inc., 2023. http://dx.doi.org/10.61700/ygjjxkl9imsvl469.

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Qualitative research is often judged as if it were quantitative, with various critiques such as small sample sizes that can lead to the critique that it is not credible. This seminar offers a way to conceptualise and maximise the credibility of qualitative research in the context of a world that increasingly favours quantitative studies. The seminar is relevant to PhD students and post-PhD researchers who want to do qualitative research and to write it up rigorously and effectively. An official Instats certificate of completion is provided at the conclusion of the seminar. The seminar offers 2 ECTS Equivalent points for European PhD students.
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Out!, Scientists. My research and cultural experiences from PhD to Postdoc. ResearchHub Technologies, Inc., 2024. http://dx.doi.org/10.55277/researchhub.tctshagf.

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Silverman, David. Writing Up a Qualitative PhD. Instats Inc., 2024. http://dx.doi.org/10.61700/6s3089uoego8j987.

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This workshop, led by senior professor David Silverman, is a transformative academic writing seminar designed to equip PhD students, professors, and researchers with the skills to effectively present their qualitative research and to supervise other researchers. It is based on professor Silverman's bestselling textbook Doing Qualitative Research, now in its 6th edition, as well as the many one-on-ones he has had with PhD students and colleagues during workshops across the world.
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Lumsden, Karen. Introduction to Qualitative Research. Instats Inc., 2024. http://dx.doi.org/10.61700/anhzlfrdfsq2r682.

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The 'Introduction to Qualitative Research' workshop, led by Dr Karen Lumsden from the University of Aberdeen, is designed for PhD students and professional researchers across various fields. The seminar provides a comprehensive understanding of the qualitative research process, equipping participants with practical skills to conduct effective research, critically evaluate qualitative studies, and apply qualitative research in their respective fields.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3248.

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Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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Watkins, Daphne C. Secondary Data in Mixed Methods Research. Instats Inc., 2023. http://dx.doi.org/10.61700/9pymd85g70u1o529.

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The ability to effectively utilize secondary data in mixed methods research is becoming increasingly important. This two-day workshop, led by Daphne C. Watkins, is designed to equip PhD students, professors, and professional researchers with the skills and knowledge necessary to navigate this complex landscape. An official Instats certificate of completion is provided at the conclusion of the seminar.
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Silverman, David. Successful Qualitative Research. Instats Inc., 2024. https://doi.org/10.61700/vr7osyhoc671i1858.

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This workshop provides a unique opportunity to refine and elevate your research by discovering extraordinary realities in what appear to be ordinary practices. For PhD students and academic researchers, key learning outcomes of this workshop include the ability to design robust qualitative studies, the skill to critically evaluate and interpret qualitative data, and the capacity to articulate research findings with clarity and impact. Participants will also develop a nuanced understanding of majority and minority qualitative research strategies and the value of Constructionist approaches focused on what people do.
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Moore, Simon. Fluid Preservation for Research and Collection Management. Instats Inc., 2024. https://doi.org/10.61700/hubpdwj1ip7wv1420.

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This four-day advanced workshop, led by Simon Moore, delves into fluid preservation techniques crucial for the long-term storage and conservation of biological specimens. Designed for PhD students, professors, and professional researchers, the course offers a comprehensive blend of theory and hands-on practice, equipping participants with the skills needed to preserve biological materials effectively for future research and display.
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Maerz, Seraphine. Quarto in RStudio: Writing Reproducible & Dynamic Research Papers. Instats Inc., 2024. http://dx.doi.org/10.61700/pdeaaefq62n681556.

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This seminar equips PhD students, academics, and professional researchers with practical skills in using R, RStudio, and Quarto to create reproducible and dynamic research papers. Key topics include integrating data analysis and manuscript writing, generating automatically-updating tables and figures, and utilizing version control for collaborative projects, ensuring research transparency and efficiency.
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