PhD Proposal Writing | Contributing to knowledge

PhD Proposal Writing | Contributing to knowledge To define an original contribution to knowledge in the context of PhD studies is complicated. In one sense, it can be seen as something which someone else has not done before and requires a large amount of innovation and commitment from the researcher. Gall et al. (1996:47) noted that the imagination and insight that goes into defining the research problem usually determines the ultimate value of a research study more than any other factor. This definition however may be construed as too broad and can be complimented by the reasoning given by Grix (2001) who says that a substantial contribution to knowledge means you must have produced original research on a given topic and embedded it firmly in the received wisdom of a particular field To pin point a definition for an original contribution to knowledge is difficult. However, Madsen (1983:25) offers the following as a possible start: Original means the potential to do at least one of the following: uncover new facts or principles, suggest relationships that were previously unrecognized, challenge existing truths or assumptions, afford new insights into little-understood phenomena, or suggest new interpretations of known facts that can alter mans perception of the world around him. It is widely agreed within academic fields that a contribution to knowledge may be achieved through a number of ways. Frances (1976) pinpoints eight ways in which originality can be achieved. However, Estelle and Derek (2010) only concur with six of these points which are as follows: Setting down a major piece of new information in writing for the first time; Continuing a previously original piece of work; Carrying out original work designed by the supervisor; Providing a single original technique, observation, or result in an otherwise unoriginal but competent piece of research; Having many original ideas, methods, and interpretations all performed by others under the direction of the postgraduate; Showing originality in testing somebody elses ideas. Fundamentally, an original contribution to knowledge can be seen as an ambiguous statement or process as it can be interpreted by different people in a variety of ways. Dunleavy (2003) expresses concerns regarding overstating the originality of the research and emphasises the need to balance innovation against the subject context. He goes on to suggest that the best way to proceed in research is to think of the contribution as value-added. He clarifies this by saying, Focusing on your own value added means keeping a critical eye on the extent to which you have transformed or enhanced or differentiated the starting materials of your analysis. He also goes on to say that, It also means retaining strong relational patterns of argument in which you appropriately acknowledge the extent to which you draw on the existing literature. The importance of reading literature in the chosen area of research cannot be over emphasised. Without this fundamental grounding of knowledge, a serious student cannot begin to propose an original contribution to knowledge. Without having a working understanding of the literature in their field, it is made more difficult for students to refine a researchable topic and then subsequently contribute original knowledge. Knowledge of the field is critical and includes knowing what has already been done, what the current hot topics are and projected issues and trends. Ultimately, researchers need to understand what has already been accomplished before attempting to add their own contribution to the field. Consideration must be given to any personal relevancy the proposed topic holds for the student and what area of their study would represent the biggest contributions of their work. When researching the literature, it is important to keep in mind such questions as: Is there any controversy or inconsistencies in the research or data? Does a deficiency appear in the literature on a particular topic? From a historical perspective, how has the field arrived at its present level of understanding the phenomenon that is being pursued? Broader topics are probably more helpful because the broader the topic is, the more numerous are the kinds of research questions that can be asked (Crowl, 1996:20). During the processes of PhD studies and writings, students can only make initial proposals as to what they perceive as original contributions. However, as time progresses and more literature is explored, these initial proposals will change if it is discovered that there has already been some research of a similar nature, and therefore if the initial proposals do not adapt, new ones are creased in their place. Put succinctly, it means not just passively following the authors train of thought but more importantly, it means anticipating where the authors line of argument leads, considering alternative extensions and constructing your own framework that covers these possibilities. Some of the best ideas are born this way. (Krathwohl, 1994:29) Relating this contextually, my PhD research is in the area of Dyslexia in the public and private sectors and its affect on policy making and implementation. The topic chosen is still broad in terms of the area I may investigate. However the focus of my research is narrowing as more literature is read and evaluated. After discussions with my Supervisor who is a specialist in Diversity and Equalities, my research will also attempt to grasp what the perceptions are of dyslexia in the public and private sectors and will see how these mind sets influence the decisions of various departments and relationships within the business and public sectors. An area I am also keen to investigate is the education of staff and the general public through schooling and awareness programmes and other media. From the literature that I have reviewed to date, I know that there has been little research undertaken with regards to dyslexia policies in the educational sector. What has been researched quite extensively is the educational policies which relate primarily to primary and secondary education. There has been little discussion relating to dyslexia during college and university participation. Therefore, I know that any theories I have surrounding higher education and any research I wish to initiate will most likely result in an original contribution to knowledge. There has been next to no academic writing about dyslexia policies in the private sector which gives me, as a researcher, a good opportunity to offer some original contribution to knowledge to this field. What has been written in this field focuses primarily on what is required to comply with national legislation and European law. Drake (1999) summarises policies and laws simply by stating, à ¢Ã¢â€š ¬Ã‚ ¦ prevailing norms and values reflect the interests of the majority and may subordinate those of the minority. I agree with this statement but wish to find out just how much this holds true in the context of public and private sectors. What has generally been written about dyslexia in the public and private sector areas has been more from a social sciences view stemming from definitions of dyslexia as opposed to stemming from the more business minded and practical view which focuses more on a persons ability to do jobs and the influence this has on company and or educational policies. Therefore, in an area which has been under explored and scrutinised, the research I propose to carry out will be original as it will produce new theories as to why dyslexia is barely acknowledge in these areas, along with new insights into how the current policy systems are produced and operated and possibly where new systems and legislation would be beneficial. There will be an obvious flourish of new ideas and arguments which accompany any original contribution, as well as an opportunity to apply any existing ideas in general literature to the new area of study. This is important in my field, as dyslexia in itself, as a form of disability can be controversial and any new ideas and hypothesis made will be cause for debate and allow past discussions to be revisited. This is also important in the development of original contributions as this will allow any theories created to adapt and grow. Apart from my own literature search, by speaking with other academics in my specific field, I can gain access to a whole new level of expertise and academic knowledge. This will give me the opportunity to test their knowledge of my chosen area of diversity and tap into their resources. Additionally, they will also be able to aide in identifying if my chosen topic has been previously mentioned in any literature that they have read. Academics will not be the only resource I will be able to tap throughout my investigations, as I will also have access to many other resources such as peers, advisors, supervisors, university staff and government offices. Other resources will follow as my research develops. Despite the obvious views of original contributions to knowledge, other questions still remain. One example of this is when a student continues a previously original piece of work, is it truly original? The answer would be in the affirmative in the following cases; for example, if the direct result were to produce new theoretical interpretation to an already given state; to extend, qualify, elaborate existing work; or even create a new research design and/or methodology for research. The latter example would clearly have an impact on any work that I was to produce. This form of original contribution to knowledge is popular when covering an already highly researched area. This allows the researcher to explore areas which have already been explored but have the possibilities to be interpreted in different ways. Also, when a theoretical model is brought from one discipline and applied to another discipline, it can create many interesting results. In the context of my research, there has been one author who has looked generally on policies surrounding disabilities, all be it more substantially from a political (government) viewpoint. However he does not go into detail on dyslexia specifically as this is not the focus of his research when making the general link to companies. What he has passingly touched on in the case of dyslexia would be something I would like to investigate further in my own research. The specific case is the reactions of the managers in companies towards disabled employees. In my research however, I would more specifically want to look at dyslexics. Another area of interest in my chosen topic has been that indirectly covered by wildlife experts. There have been many links made regarding the relationship that exists between mankind and animals, and I believe there are still many more links to be made. For example, if one animal is perceived to be different, then it is often excluded from the group or pack. This link can be made with people. When someone is perceived as different, they can often be persecuted directly or indirectly. This may involve a lowering of self worth or esteem and lead to social exclusion. There can be many assumptions as to why this is, and there are already existing theories with regards to animal behaviour. Therefore I would like to use these theories in a different field/context which again substantiates an original contribution to knowledge. Other areas of originality can be highlighted with fresh data which can lead directly into critical appraisal of previous work. Care needs to be taken not to re-create previous works, or have something which is too closely associated with a previous research specimen. A whole new stance needs to be taken. When a student, using fresh data, undertakes further research of a topic previously covered ten years earlier, there is a strong chance that the results now would differ. This could tentatively lead on to a new theory being uncovered as to the reason behind the change and would thus be considered as another original contribution to knowledge. If during my research I find that an area I wish to explore has already been covered, and yet I find myself disagreeing with the outcomes from the findings I have made, I would gather more data, if time permitted, which would allow me to critically appraise that piece of work with new findings. For example, if twenty years ago research formulated a theory covering managers reactions to disabled people in the banking industry, I would have no hesitation in contemplating further research in this area considering the drastic change in law, disability policies and banking practices over the intervening years. However, if all the work presented is relatively recent, yet I find myself disagreeing with the analysis, my original contribution could be a new analysis and new outcome from the existing data. This in turn could lead onto a fresh theoretical interpretation and even prompt a new analysis and new results derived from the old data. No matter how a research student deduces whether or not they have made an original contribution to knowledge, what matters is that there is a support structure in place to help and guide them. Mauch and Birch (1989) constructed a series of questions to guide researchers when trying to determine the relative strength of research topics, which in my opinion goes hand in hand with original knowledge contribution. Some of the questions highlighted by Mauch and Birch are as follows: 1. Is there current interest in this topic in your field? 2. Is there a gap in knowledge that work on this topic could fill? 3. Is it possible to focus on a small enough segment of this particular topic to make it manageable? 4. Can you envision a way to study the topic that will allow conclusions to be drawn with substantial objectivity? 5. Is the data collection (i.e., test, questionnaire, interviews, etc.) acceptable to your advisor and in your department? 6. Is there a body of literature relevant to the topic? 7. Is a search of the topic manageable? 8. Are there large problems to be surmounted in working in this topic? Can you handle them? Do you want to handle them? 9. Are the needed data easily accessible? Will you have control of the data? Placing the above in context, I can determine whether or not my own research ticks the boxes of this checklist and therefore can ascertain, in another way, whether or not my own work can be considered an original contribution to knowledge. In the instance of the first question, this is irrelevant to an original contribution. However, it does help make the process of PhD writing easier if there is interest and it is therefore a good starting point for a structure. The answer is yes. Interest in disabilities, although diminishing into the background of public awareness over recent years, is still there in the academic world. The second question is vital to original contributions to knowledge as previously discussed. Again, the answer is yes. The area of research I have chosen has been under researched and is therefore a treasure trove waiting to be explored further. Questions 3 to 5 along with 7 and 9 are more focused in and around managing the actual research and data collection. Although not immediately linked to the original contribution to knowledge, they do play a factor in deciding whether or not an area should be further investigated. Question 6 focuses on literature which we have established as being paramount to ascertaining an original contribution to knowledge. In my context, there is literature surrounding dyslexia but more from a sociological perspective. So far in my literature investigations I have not uncovered anything alluding to the subject area I wish to investigate. The final relevant question, number 8, can challenge a researcher when confronted with an original contribution to knowledge in a controversial area. Is it something a first time researcher wants to investigate or is it best left until another opportunity arises in the future? Not only is this an issue, this question also raises further questions about other issues. For example, ethical issues. When thinking about an original contribution to knowledge, a researcher must also take other factors into consideration. Ultimately, the topics surrounding What is an original contribution to knowledge are still quite broad and all encompassing, but with guidance from supervisors and the numerous books available, researchers, including myself, should not have any serious difficulty finding an original contribution to knowledge. A succinct summary for the process of thinking about an original contribution to knowledge is nicely stated by Rojewski in Farmer, E. I., Rojewski, J. W. (2001), Its been almost two weeks now. You spend what seems like, every waking moment thinking about it. And yet, still nothing. In a cruel twist of fate, it seems that the more time you spend thinking about it the more elusive the answer becomes. Why cant someone just give it to you already and then you can be done with it!

Education Systems of Vietnam and England Essay

The secondary education system is very important for both Vietnam and England. It created for children’s future purpose. Compared to Vietnam, England’s current system of secondary education has a long tradition and higher quality, while the secondary education in Vietnam is borrowing from many different countries and poor quality. However, both countries have some similarities and differences in their education system. Their similarities include the free education, the national curriculum applied for all state schools, but they both have some differences in the education structure, the qualities, and the law for private schools. Firstly, there are both similarities and differences in their education system. The secondary education is free for all children, but it is not compulsory in Vietnam. Meanwhile, English children required by law to have a free education until they are 16 years old. Furthermore, the national curriculum created and applied for all state schools in both countries. (Encyclopaedia Britannica 2008 Ultimate – The ministry of education and training of Vietnam). Moreover, the national test applied for all children in both countries at the age of 11, 14, and 16. In England, the secondary education is a local responsibility, so that the education and teacher employed and provided by Local Education Authorities (LEAs). In Vietnam, the Local department of Education is also responsible for secondary education, but all state schools are employed the teacher individually. (Encyclopaedia Britannica 2008 Ultimate – The ministry of education and training of Vietnam). Beside some similarities, they also have some differences such as the education structure, the facilities, and the quality of education. In Vietnam, the secondary education are divided into two levels, which are the basic secondary education and the high school education, the student can leaving school or seeking higher education after completed year 12. In contrast, the secondary education system of England encompasses three key stages. Key stage 1 from year 7 to year 9 and key stage 2 from year 10 to year 11 are compulsory, after completed year 11 student can leaving school or complete two more levels to study in higher education. In addition, the facilities and the quality of education in England are much better than Vietnam. Finally, the other difference is the law system.

Introduction of Apple Company

Apple Inc, is an American multinational corporation with a focus on designing and manufacturing consumer electronics and closely-related software products. Headquartered in Cupertino, California, Apple develops, sells, and supports a series of personal computers, portable media players, computer software, and computer hardware accessories; Apple is also currently involved in the creation of new technology concepts, such as the iPhone, Apple TV, and many features of its new, upcoming operating system, Mac OS X â€Å"Leopard†.Apple also operates an online store for hardware and software purchases, as well as the iTunes Store, a comprehensive offering of digital downloadable music, audiobooks, games, music videos, TV shows, and movies. The company’s best-known hardware products include the Mac line of personal computers and related peripherals, the iPod line of portable media players, and the iPhone, which has a confirmed release date of June 29 2007 in the U. S. Appleâ₠¬â„¢s best known software products include the Mac OS operating system and the iLife software suite, a bundle of integrated amateur creative software products. Both Mac OS and iLife are included on all Macs sold. )Additionally, Apple is also a major provider of professional (as well as â€Å"prosumer†) audio- and film-industry software products. Apple’s professional and â€Å"prosumer† applications, which run primarily on Mac computers, include Final Cut Pro, Logic Audio, Final Cut Studio, and related industry tools. Apple had worldwide annual sales in its fiscal year 2006 (ending September 30, 2006) of US$19. 3 billion. The company, first incorporated January 3, 1977, was known as Apple Computer, Inc. or its first 30 years. On January 9, 2007, The company dropped â€Å"Computer† from its corporate name to reflect that Apple, once best known for its computer products, now offers a broader array of consumer electronics products. The name change, which foll owed Apple’s announcement of its new iPhone smartphone and Apple TV digital video system, is representative of the company’s ongoing expansion into the consumer electronics market in addition to its traditional focus on personal computers.In 1977, the Apple II computer became the first personal computer to include color graphics. Steve Jobs created a sleek plastic case design for the new system having drawn his inspiration from the calculators cases he saw being produced at Hewlett Packard; previously, computer cases had been manufactured out of sheet metal. The Apple II was a major success with earnings of close to $139 million within only three years. People began to take notice of the young company.In 1981, Steve Jobs introduced the Apple III computer. Because of a flaw in the computer’s design the first 14,000 units were recalled which in turn caused sales of the system to taper off. In 1983, with its dynamic growth, Steve Jobs figured that Apple could use a professional CEO, feeling that he did not have the necessary experience to keep the position. He personally recruited John Sculley, president of Pepsi Co. , as Apple’s new Chief Executive Officer.The same year, Apple announced the release of the first personal computer that would be almost entirely mouse-based. This revolutionary new system would be called the Lisa. Unfortunately, the Lisa’s retail price of $9,995 made it cost prohibitive for the majority of the general public. Having been removed from the Lisa team, Steve Jobs joined the staff of a smaller project at Apple. He headed the design of a new computer system for the home market that would retail for a more price friendly $500. This proposed system was later named the Macintosh.The emphasis on the design of the Macintosh was in simplicity; Steve Jobs wanted it to appeal to the average computer user. The Macintosh was eventually fitted with a number of the Lisa’s GUI features. Like the Lisa, the Macin tosh’s operating system lacked function keys which forced users to rely on the mouse to navigate through the operating system. The Macintosh contained 128K of memory which was twice that of the equivalent PC at the time and a 32-bit microprocessor which outclassed the PC’s 16-bit microprocessor

Social Class Systems During The Nineteenth Century

Social class systems in the nineteenth century were comprised of the upper class, the middle class, the working class, and the underclass. The different social classes can be â€Å"distinguished by inequalities in such areas as power, authority, wealth, working and living conditions, life-styles, life-span, education, religion, and culture† (Cody). The poor, also known as peasants, were usually mistreated and segregated from the wealthy, or those of higher class. During his time, Charles Dickens â€Å"seen as a champion of â€Å"the poor† by some of the poor themselves† (â€Å"What was†). It is said that one of his greatest achievements â€Å"was to bring the problem of poverty to the attention of his readers through introducing varieties of poor persons into almost all of his novels, and showing the â€Å"deserving† majority of the poor, bravely struggling against the forces arrayed against them† (â€Å"What was†). This is clearly evi dent in A Tale of Two Cities. During the nineteenth century Victorian era, social class systems were a common excuse for the division and mistreatment of many individuals, as evidenced in Dickens’ A Tale of Two Cities. A Tale of Two Cities opens with the lines â€Å"It was the best of times, it was the worst of times† and â€Å"it was the spring of hope, it was the winter of despair† (Dickens 1). The wealthy upper class was without any worries while the peasants were starving and struggling to survive. Many were hopeful while others had lost any shred of hope left within their souls.Show MoreRelatedThe Industrial Revolutions Influence on European Society1389 Words   |  6 PagesIn the late nineteenth and early twentieth centuries the Industrial Revolution in Europe had a significant influence on society. There were many changes in social classes and equality. The rise of the middle class had a momentous effect on the population of Europe and was a catalyst for many changes in the social makeup of the region. 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