| Acknowledgements |
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xi | |
| Introduction: how can we enhance research? |
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1 | (26) |
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What is the main argument of this book? |
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2 | (3) |
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5 | (1) |
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5 | (1) |
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6 | (3) |
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My soapbox: support and encourage |
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9 | (5) |
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14 | (1) |
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Making everyone successful |
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15 | (2) |
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Newtonian versus Darwinian development |
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17 | (2) |
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19 | (8) |
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27 | (2) |
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2 Write something every day |
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29 | (3) |
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32 | (4) |
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4 Talk, discuss and debate |
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36 | (2) |
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38 | (2) |
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40 | (3) |
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7 Do something that really interests you |
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43 | (3) |
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8 Taking and giving advice |
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46 | (3) |
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9 Make time for your research |
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49 | (2) |
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10 Know your readership/audience |
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51 | (3) |
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PART II YOU FIND INSPIRATION WHEN YOU LEAST EXPECT IT |
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11 Good research is episodic |
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54 | (3) |
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12 Research regularly, but don't work yourself into the ground |
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57 | (2) |
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13 Take frequent breaks (every 45 mins) while doing research |
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59 | (2) |
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61 | (2) |
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15 Know your own strengths in collaborative research |
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63 | (2) |
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16 Asking unusual questions permits us to detect unusual things |
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65 | (3) |
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17 Read, write, reread and rewrite |
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68 | (3) |
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18 Thrive on lots of different experiences |
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71 | (3) |
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19 Polishing papers properly takes a long time |
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74 | (2) |
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20 Learn to have time away from research |
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76 | (4) |
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PART III BROADEN YOUR METHODOLOGICAL TOOLBOX |
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80 | (2) |
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82 | (2) |
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84 | (2) |
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86 | (3) |
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89 | (2) |
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26 Give students your ideas for projects |
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91 | (2) |
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93 | (2) |
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95 | (2) |
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97 | (2) |
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30 Talk to Joe Public and try to understand their views |
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99 | (3) |
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PART IV EXTRA TRAINING EXPANDS MINDS |
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31 Econometric and other quantitative methods training |
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102 | (3) |
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32 Qualitative methods training |
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105 | (3) |
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33 Offer training to expand others' minds |
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108 | (2) |
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110 | (2) |
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35 Conference attendance is also training |
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112 | (2) |
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36 Conduct PhD/Masters' examinations |
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114 | (2) |
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37 Undertake adventurous research |
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116 | (3) |
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38 Attend talks and presentations on very different topics |
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119 | (2) |
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39 Inter-and multidisciplinary engagements |
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121 | (2) |
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40 Learn to eliminate distractions |
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123 | (4) |
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PART V COLLEAGUES AND COLLABORATIONS |
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41 Different people bring different things to a research team |
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127 | (2) |
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42 Work with people who you can learn from |
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129 | (2) |
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43 Work with people who you can teach |
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131 | (2) |
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44 Work with people who you enjoy working with |
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133 | (2) |
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45 Ask people to read your work |
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135 | (2) |
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46 Read and debate each other's work |
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137 | (2) |
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47 Keep up with current affairs |
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139 | (2) |
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48 Participate actively in staff seminars |
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141 | (3) |
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49 Organise your department's staff seminar series |
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144 | (2) |
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146 | (3) |
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51 Planning conference attendance |
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149 | (2) |
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52 Listen properly to questions from the audience |
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151 | (3) |
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53 Attend as many conference sessions as you can |
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154 | (2) |
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54 The importance of attending social events |
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156 | (2) |
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55 Be yourself and enjoy conferences |
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158 | (2) |
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56 Get known for something |
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160 | (2) |
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57 Display your contribution fully, but don't over-egg it |
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162 | (2) |
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58 Offer to present papers in other staff seminar series |
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164 | (2) |
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59 Being a sounding board strengthens network connections |
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166 | (2) |
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60 Offer to contribute to organising relevant conferences |
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168 | (3) |
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PART VII A JOURNAL LOOP: REVIEWING AND SUBMITTING PAPERS |
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171 | (2) |
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62 Be critical and demanding when reviewing, but also courteous |
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173 | (2) |
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63 Have the cheek to ask difficult questions |
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175 | (2) |
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64 Decline offers to review a paper if you would be a poor reviewer |
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177 | (2) |
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65 Learn from the papers that you review |
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179 | (1) |
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66 Become known to the editorial team of a relevant journal |
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180 | (2) |
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67 Appreciate that each journal focuses on something distinct |
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182 | (2) |
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68 Recognise the importance of the flow in arguments |
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184 | (2) |
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69 Try to review your own papers in the same critical way |
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186 | (2) |
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70 Submit your papers to the right journal |
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188 | (4) |
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71 Teach a topic related to your research |
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192 | (2) |
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72 Teach something that would be useful for you |
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194 | (2) |
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73 Recognise the breadth of content in similar modules elsewhere |
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196 | (2) |
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198 | (2) |
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75 Question underlying assumptions |
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200 | (2) |
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76 Try to teach in a pluralist way |
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202 | (2) |
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77 Ensure you teach the whys (and not simply the whats) |
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204 | (2) |
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78 Teach in a team with a colleague from whom you can learn something |
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206 | (2) |
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79 Understand criticisms of the usual topics |
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208 | (2) |
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80 Engage the students and they will engage you |
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210 | (3) |
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PART IX ACADEMIC RESEARCH IS RELATED TO EXTERNALLY FUNDED WORK |
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81 Recognise that externally funded work takes time away from academic research |
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213 | (2) |
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82 Is it the right time in your career to undertake the work? |
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215 | (2) |
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83 Constrain funded activities to those that could result in an academic publication |
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217 | (2) |
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84 Work with others on externally funded projects |
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219 | (2) |
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85 Identify what a contractor wants |
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221 | (2) |
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86 Facts, explanations and political rhetoric |
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223 | (2) |
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87 Prepare to present information to non-academics |
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225 | (2) |
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88 Build links with an organisation that you wish to help |
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227 | (2) |
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89 Why would hinders contact you specifically? |
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229 | (2) |
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90 Can you afford not to undertake externally funded research? |
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231 | (3) |
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91 Connect to the real world |
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234 | (2) |
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92 External engagement and knowledge exchange |
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236 | (2) |
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93 Research practical and useful issues |
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238 | (1) |
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94 Be conscious of what your research could be used for |
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239 | (2) |
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95 Volunteer without payments/pay-offs |
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241 | (2) |
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96 Prove that you have instigated a change in others' behaviour |
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243 | (2) |
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97 Team up with non-academics/policymakers |
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245 | (2) |
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98 The relevance and impact of your research will evolve, grow and shrink |
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247 | (2) |
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99 Publicise your findings |
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249 | (2) |
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100 Engage with the media |
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251 | (2) |
| Conclusions |
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253 | |
Biežāk uzdotie jautājumi par e-grāmatām