Ken Friedman has thoughtfully expanded the topic from "searching theliterature" to research skills in general.  At the University of Hull we
run a structured training programme that requires every research student
to plan and execute an individual research training programme: we specify
the minimum time, but not the content.

I would not disagree with Ken's views, except to underline that what he
describes is good, if not best, practice.  In a university system in
crisis - chaotically mismanaged and mis-directed - good practice is
frequently seen as unattainable idealism.

However, many students do not get the experience that Ken describes:  "My
approach to research supervision is an intensive editorial response cycle.
In addition to individual meetings and dialogue, I read thesis drafts
carefully in a developmental cycle. In the early stages, I read for
structural and conceptual development, and I coach for improvement of
problem areas and deficiencies. This brings the research student forward
to the point of careful word-by-word reading and editorial advice."

It seems to me essential that in today's market-driven consumer-oriented
politics that we need to stand up for the principles just stated, and
point out that such individual support takes time and effort, and must
therefore be - in the dreadful word - resourced.  From several discussions
with groups of academics, I can report that the student experience
described above is NOT the norm, and may not be the expectation of the
supervisor.  Comments such as "I haven't got time to correct every
detail", "I'm not there to correct their English", or "I got my PhD
without this handholding" may reflect either a miserly attitude or a
genuine feeling that the supervisor should be very much on the sidelines.
What is no longer acceptable is the situation where students are told in
advance the fee payable to the exact pound, and in return get pot luck in
the level of service.  It cuts both ways: some students get a bum deal and
have their research blighted, while other blighters get PhDs without a
clue in the practices of research or the significance of their results.

At least research skills are now assessed.  One quote I like from "The
Double Helix" is James Watson's explanation of how he got into theoretical
work.  "1968; p22 3rd impression, Weidenfeld & Nicholson): "after I used
a bunsen burner to warm up some benzene, I was relieved from further
true chemistry.  It was safer to turn out an uneducated PhD than to risk
another explosion."

R. Allan Reese                       Email: [log in to unmask]
Associate Manager                    Direct voice:   +44 1482 466845
Graduate Research Institute          Voice messages: +44 1482 466844
Hull University, Hull HU6 7RX, UK.   Fax:            +44 1482 466436
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