Produktdetaljer
Biographical note
SUSAN CARTER Coordinator of the Research Development Programme at the University of Auckland, New Zealand, where she has been coordinating a central doctoral programme since 2004. Her publications have focused on English literature analysis, doctoral experience, doctoral pedagogy, and the written thesis. FRANCES KELLY Lecturer in Doctoral Skills Development and Head of Student Learning at the University of Auckland, New Zealand. Her research interests span higher education and English. She is particularly interested in cultural conceptions of the PhD, doctoral writing and the transition from doctoral study to early career as well as neo-Victorian fiction. IAN BRAILSFORD Academic Advisor/Lecturer at the University of Auckland, New Zealand. He works alongside early-career academics and helps sessional tutors with their teaching and academic careers.'In my view, this book stands out well above the rest. It is at once practical but sensitive to the real issues and complexity of writing a thesis.' - Professor Martin Coyle, Cardiff University, UK 'This book can't fail to provide a helpful resource for both thesis candidates and their supervisors... I wish such an engaging and instructive text had been written when I was completing my own thesis'. - Associate Professor Catherine Manathunga, Victoria University of Wellington, New Zealand 'Carter, Kelly, and Brailsford have done a great service to students and supervisors alike with their concise yet thorough guide to structuring the research thesis. Composed in equal measure of practical advice (in the clear, direct voice of the writers) and personal experience (in the form of testimonies by successful students who have just completed theses in a wide range of fields), this tightly focused volume will be a life-saver to those just beginning the thesis and a valuable aid to those who are already underway: it is sure to be widely recommended.' - Professor Suzanne Conklin Akbari, University of Toronto, Canada 'This is a very well written and unusual text which should be extremely helpful to students writing a thesis and also to those who are engaged in research student training programmes. The style is clear, ordered and accessible. The writers have addressed a number of areas which potentially perplex students, causing anxiety and slowing down their progress. A work such as this would help them and make the process of writing a thesis what it should be - an exciting intellectual experience including discovery and communication at the highest level.' - Professor Jean Webb, University of Worcester, UK