Getting ideas for an academic study: Ph.D. and Master - PowerPoint PPT Presentation

Loading...

PPT – Getting ideas for an academic study: Ph.D. and Master PowerPoint presentation | free to download - id: 60afd8-YjRiM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Getting ideas for an academic study: Ph.D. and Master

Description:

Getting ideas for an academic study: Ph.D. and Master s Degree A Presentation in the Toulouse Graduate School, University of North Texas Charles Blankson, Ph.D ... – PowerPoint PPT presentation

Number of Views:193
Avg rating:3.0/5.0
Slides: 26
Provided by: cengiz9
Learn more at: http://tsgs.unt.edu
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Getting ideas for an academic study: Ph.D. and Master


1
Getting ideas for an academic study Ph.D. and
Masters Degree
  • A Presentation in the Toulouse Graduate School,
    University of North Texas
  • Charles Blankson, Ph.D. Department of Marketing
    Logistics, College of Business, University of
    North Texas, Denton, Texas

2
The nature of the Ph.D. degree
  • Traditionally, while the masters degree is a
    license to practice, a doctoral degree is a
    license to teach in a university.
  • The concept stems from the need for a faculty
    member to be an authority, in full command of the
    subject, right up to the boundaries of current
    knowledge, and be able to extend them (Phillips
    and Pugh, 1993).

3
The route to tenure is fraught with undulating
experiences but with a view to a soft landing
for all stakeholders involved (Assistant
Professor, Faculty colleagues, Dept. Chair,
Senior colleagues, Dean, Provost, Department
Administrators/secretaries, computer
technicians).
4
Getting ideas for Ph.D. study Think in terms of
creating new knowledge and/or filling a gap in
knowledge.
  • Observation and interaction with subjects/objects
    participant observation
  • Personal experience
  • Curiosity work with research-active faculty
    (start in the first year)
  • Personal deduction
  • Purposeful reading of current business/social
    conundrum or challenge or interest or text book
    or journal articles
  • Media and public information on an issue (issues)
  • Following an experts study or guidelines (e.g.,
    a well-known researchers or committee members
    research stream Dr. Prybutoks expertise in
    Quantitative analyses, Quality Management and the
    Services Industry).

5
Emerging Research Trends in Marketing By Gary L.
Frazier, Editor the Journal of Marketing, USC
  • Marketing Manager Use of Metrics in
    Decision-Making. Imran Currim and Ofer Mintz
    (2013), What Drives Managerial Use of Marketing
    and Financial Metrics, and Does Metric Use Impact
    Marketing Mix Performance, JM, 77 (March).
  • End-Customer Inputs into New Product Development.
    Martin Schreier, Christopher Fuchs, Emanuelle
    Prandelle, and Darren Dahl (2013), All that is
    Users Might not be Gold Exploring Consumer
    Preferences for User Developed Products of Luxury
    fashion Products, in review process at JM.
  • Sustainable Products and Associated Trade-offs.
    Ying-Ching Lin and Angela Chang (2012), Double
    Standard The Role of Environmental Consciousness
    in Green Product Usage, JM, 76 (September),
    125-134.

6
Emerging Research Trends in Marketing contd.
  • Product packaging and Its Design.
  • The Use of Multiple Channels by Firms.
  • Manufacturer, Distributor, and Retailer Pricing
    Practices.
  • The Internet and Social Marketing.
  • Customer Service Representatives Behavior.
  • Branding and Brand Equity.

7
What kind of papers are of interest to the
Journal of Marketing?
  • Rigorous research with actionable implications
  • Papers with new theoretical/substantive insights
    and findings
  • Any method
  • Archival data, experiments, surveys, historical
    methods, qualitative approaches
  • Theory-based articles (but these are not easy)

8
Acceptance criteria for academic research
  • Interesting? New? Non-obvious? Change
    thinking/action?
  • Broad Appeal? Broad appeal to scholars,
    managers, policy makers and so forth.
  • What is your passion? Understanding your passion
    may dictate the research topics you focus upon.

9
Getting ideas for Ph.D. study
  • What is the definition of the Ph.D. degree?
  • What are the expectations at UNT?
  • What is the purpose of your study?
  • What is (are) the theoretical foundation(s) of
    the area of interest
  • Seminal/original scholarly papers who are the
    authorities?
  • What is the state of the literature? Who has
    done what?
  • Determination of gaps in the literature
  • How will you examine the research questions?
  • What is the research context and why is it
    important?

10
Getting ideas for Ph.D. study
  • The theoretical review, observations,
    consultations with experts will help you focus on
    particular area that has strong theoretical
    foundation on which to claim legitimacy.
  • Anchor your study within your discipline with
    the purpose of increasing knowledge in your
    field.
  • The theoretical review will help you demonstrate
    your thorough comprehension of your field of
    study and be able to intelligently critique
    others study.

11
Getting ideas for Ph.D. study
  • The left right (this or that) stages
  • Select and refine a topic
  • Look at the limitations and future research
    directions of previous or current journal
    articles or Ph.D. dissertations
  • Review the literature be a critical reader of
    articles
  • Summarize and identify key issues/points
  • Write, i.e., put it on paper
  • write down your ideas as
  • they occur use a note pad.
  • Write everyday, not every week.

12
Getting ideas for Ph.D. study
  • Scan your class readings from journal articles
    and textbooks
  • Draw on what you have read, seen or heard
  • Pick a topic that is relevant to your own ideals,
    life
  • Choose a study that you plan to publish from, at
    least until you are tenured 5-6 years post
    Ph.D.

13
Getting ideas for Ph.D. study Determining gaps in
the literature
  • Read, summarize, critique and identify key
    issues/points from each article read place
    these in a Table format
  • List all references, e.g. Yadav, Manjit S.
    (2010), The Decline of Conceptual Articles and
    Implications for Knowledge Development, Journal
    of Marketing, 74(1), 1-19 (or see the journal)
  • For each article, identify the purpose/objectives/
    research questions
  • Conceptual framework literature base/theory
  • Propositions/hypotheses or statement of aim and
    objectives
  • Research method(s) used
  • Results/findings
  • Conclusions
  • Now, what do you see as the gaps for research?

14
Getting ideas for Ph.D. study
  • Develop precise conceptual definitions for the
    constructs and measurements either borrowed
    from the literature or DIY
  • Constructs are the building blocks of theory. And
    without well-developed conceptual definitions for
    the constructs, it becomes difficult/impossible
    to develop a coherent theory.
  • Without a definition, you cannot measure a
    concept/construct.
  • Avoid pseudo definitions.

15
Issues about definitions of constructs
  • Definitions are important (Pastrana et al.,
    2008) they serve as the impetus for conducting
    consistent research in social phenomena
    positioning is no different.
  • Despite the extensive research in the concept of
    positioning, a review of the literature indicates
    a level of ambiguity and inconsistency associated
    with the definition of the positioning.
    Accordingly, scholars have documented the
    absence of a clear, universally accepted
    definition of the construct (Kalafatis et al.,
    2000) and the lack of abiding themes capable of
    reflecting the basis of positioning frameworks in
    the literature (Hooley, Greenley, Fahy, and
    Cadogan 2001 Levitt 2002 Piercy 2005 Schultz
    2006).
  • This quandary however, has resulted in
    inconsistent (and in some instances, inaccurate)
    conceptualization, and research in positioning
    Blankson, Dai, and Boatswain (2013 on-going
    study).

16
Getting ideas for Ph.D. study
  • Evaluate the hypotheses before designing the
    empirical study
  • Are the hypotheses clearly written?
  • Is each of the hypotheses falsifiable/testable?
  • Do any of the hypotheses involve truism or
    tautologies?
  • Are any of the hypotheses trivial to raise
    questions about the methodology?
  • Is any of the theoretical rationale provided for
    each hypothesis compelling?
  • Are there any additional theoretical arguments
    that would strengthen the conceptual support for
    the hypotheses?
  • Do the hypotheses to be tested represent a
    cohesive set?
  • Follow typical examples in articles (or other
    dissertations) and adapt to suit your study.
  • Aggressively solicit criticism of your conceptual
    framework.

17
Service to the academy is positively correlated
with publication idea generation (r .59, p
lt.01)
  • Review manuscripts for journals and conferences
    be proactive
  • Networking at academic conferences is key sit
    in meet the editors session
  • Work with faculty in the Department who are
    researching in areas of your interest possible
    dissertation committee?
  • Engage in joint work with colleagues.

18
Designing the empirical study
  • Bear in mind, nothing can be done to improve the
    research methodology once the data have been
    collected.
  • Also, if the data are seriously flawed, no amount
    of re-writing of the manuscript/dissertation can
    overcome weakness of the methodology.
  • So, prior to embarking upon the data collection,
    seek critical feedback on the research designs.

19
Pilot study- Pretest your Questionnaire
  • Start with a pilot study qualitative research.
  • Subject your already critiqued questionnaire to
    rigorous pretest by experts dissertation
    committee, other faculty members.
  • Then administer the refined questionnaire to a
    pre-test of say, 30 participants/respondents
    (e.g., students, secretaries, members of the
    general public, managers etc.).

20
And finallyDr.
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
Understanding literature review
  • http//www.lib.ncsu.edu/tutorials/lit-review/

25
Research problem Research Purpose
  • http//www.youtube.com/watch?vfbwxQBLrkfcfeature
    player_detailpage
About PowerShow.com