Writing a PhD Thesis

The purpose of this talk is to explain to PhD candidates on what to be aware when writing their thesis. The materials of this talk are sourced from my PhD supervision at Universiti Teknologi Malaysia since 2007.

Ismail Said (PhD)Associate Professor

Academic Manager of Generic ProgramThe School of Graduate Studies

UTM 16 Oct 2014

PhD research is my baby

REMINDER: In your lifetime, you only write ONE thesis.

What is a Thesis?• A scientific document that has to be clear, well

explained, well presented and easy to read. “The thesis is the culmination of your project and the quantifiable evidence of your learning and what you have accomplished for your higher degree” (Monash University).

• It is a testament of your analytical and critical thinking on your research subject.

• It defines your transition from student to scholar. It is a document with substantial and original contribution to knowledge of a particular field.

What is a Thesis?• A document that is cogently written into a story; new

knowledge discovered from your investigation.• This means that each chapter is linked to the preceding ones.

Each section of a chapter is integrated to explain the purpose of the chapter. Each chapter ends with a conclusion or a summary.

• A story worth a thousand pictures.

Content of ThesisAbstract

• A brief representation of your thesis• An overall picture of your thesis that should

trigger the examiners to go to your Chapter 1: Research Problem and Background

• Its content include RESEARCH PROBLEM and GAP, AIM AND OBJECTIVES, METHODS, RESULTS AND FINDINGS, CONCLUSION and IMPLICATIONS, FURTHER RESEARCH

Examiner Comment on Abstract

• By Tracey Skelton on Nor Fadzila’s thesis, AFFORDANCE OF SCHOOL GROUNDS FOR CHILDREN’S OUTDOOR PLAY AND ENVIORNMENTAL LEARNING (2014)The abstract accurately reflects the thesis and captures the content to very good effect. The abstract provides a good insight in to what the thesis focuses on and outlines the methods used to gather the data. The innovative question about the role that school grounds play in children’s learning and play activities is clearly laid out. The abstract is followed by an excellent contents page, which is very detailed and well structured.

Content of ThesisChapter 1: Research Problem and Background

• It is the main door of your thesis to enthuse the examiner that it is a worthwhile research to be read. In other words, it is the first impression for the examiners.

• Its structure comprises of defining the research problem and specifying the gap of study, background and scope of study, research aim and objectives or hypothesis, significance of study, anticipated findings.

Content of ThesisChapter 1: Research Problem and Background

• Your problem could be derived from literature as well as your direct experience with the research problem.

• The background is the situatedness of your study. It means that the context of your research as a small part of a large research discipline.

• It should be written in simple present tense.

AffordancesAffordances of School Grounds of School Grounds for Children’s Outdoor Play and for Children’s Outdoor Play and

Environmental Learning Environmental Learning Nor Fadzila Aziz (PB103013)

PhD CandidateSupervisor: Assoc. Prof. Dr Ismail Said

Faculty of Built Environment Universiti Teknologi Malaysia

1 October 2014

School GroundsSchool Grounds

Schools grounds as potential sites for children’s outdoor play and environmental learning

• School grounds provides the opportunities for children to interact with the school environment through movement, investigation, concentration and social interaction. Promotes children’s physical, social and cognitive

development and children’s health (Ozdemir and Yilmaz, 2008; Willenberg et al., 2010)

Potential sites for place-based or environmental learning and instruction (Malone and Tranter, 2003a, 2003b; Dyment, 2005; Dyment et al., 2009; Powell, 2007; Stanley 2010)

• Children’s outdoor play in the school grounds is a fundamental component of informal learning, which has been referred to as environmental learning by Tranter and Malone (2004).

Research GapResearch Gap

There has been a variety of research about school grounds, but most studies have focused either on the impacts of the physical environment on children’s behaviour and levels of physical activity or on children’s perception of their school grounds environment.

• The studies overlooked the connection between the physical environment and the social context of school grounds regarding the actualisation of affordances and the formation of children’s preferences.

• Research focusing on children’s values of outdoor play for environmental learning in relation to the physical and social contexts of school grounds is less studied.

Therefore, more comprehensive research is required to explore the connection between children’s experiences within the designed school grounds environment with their perceptions of the ideal school grounds for environmental learning.

Content of ThesisChapter 2: Literature Review

• This chapter presents the critical appraisal or synthesize of past studies related to your research subject. It shall demonstrate a discursive prose.

• It is synthesizing a subject from a set of previous studies in your own stance. Therefore, it explains how you evaluate the works of other, show the relationships between different works, and show how it relates to your work. Hence, it is your debate on what has been studied, what is the status quo of the research subject, and lastly, what you want to extend.

• Organize the literature review into sections that present themes or identify trends, including relevant theory.

Content of ThesisChapter 2: Literature Review

• Here is where you discuss the meaning of research concept or underpinning(s). The discussion ends with a clear research framework of your study referring to past studies and your research objectives.

• It shall be written in simple present tense even though you are referring to past studies.

PhD Thesis Defense, Universiti Teknologi MalaysiaWidya Fransiska Febriati Anwar (PB093004) Supervisor(s):Assoc. Prof. Dr. Ismail SaidDr. Dilshan Remaz OssenDr. Moh. Hisyam bin Rasidi

Rebuilding identity of historical area through the use of urban morphology

1875 1920 1945 2004

December 2009 – January 2013

Situating a research with current status quo of a subject

Urban Morphology

Environmental Psychology Conservation

Preservation

Urban Element

Urban Structure Change

Urban Setting

Place Attachment

Image of the city

City Marketing

Culture

Conzen, 1960; Lynch, 1960; Kostof, 1991; Wikantyoso,1997; Hillier, 2001; Ikaputra, et. Al, 2000; Fattahi and Kobayashi, 2009a, 2009b

Whitehand and Morton, 2004; Rapoport, 2004; Samant, 2004; Tweed and Sutherland, 2007; Smith, 2008; Rabady, 2010; Ragab, 2011, Kim, 2011

Boblic, 1990; Hall, 1997; Purwanto, 2005; Hanh, 2006; Hara, et.al (2008)

Schuller, 1898; Geisler, 1918; Whitby, 1951; Conzen, 1960; Muratori, 1960; Hillier aand Hanson, 1984; Forties; 1989; Kropt, 1996; Hall, 1997; Levy, 1999; Canigia, 2001; Jiang and Claramunt, 2002; Chapman, 2006; james and Bound, 2009; Tian et.al, 2010; Topcu and Kubat, 2012

Rodwel, 2007; Kolzlowski and Bowen, 1997; Sevinc, 2009; Wei and Kiang, 2009; Whitehand and Gu, 2010; Albert and Hanzen, 2010; Hillier, 2001

Inn, 2004;Gospodini, 2004, 2011; Doralti, 2004;Watson, 2006; Plaza, 2006, 2008; Butina, 2006; Niebrzydowski, 2007; Novickas, 2007; Lewicka, 2008; Handal, 2009;Chen, 2011; Sainz, 2012

Tuan, 1974; Steele, 1981; Altman and Low, 1992; Hummon, 1992; Jackson, 1994; Cross, 2001; Guillani, 2003; Willian and Vaske, 2003; Smaldone, 2006; Handal. 2006; Beidler, 2007; Hernandez, 2007; Brown and raymond, 2007; Watson and Bentley, 2007; White et.al, 2008; Liu, 2009; Raymod et.al, 2010; Najafi and Kamal, 2011

Rebuilding City Identity

Place Familiarity

Sense of PlaceIdentity

Authenticity

Urban Reminder

City's Identity

Place Character

Identity of Place

Place Identity

Rebuilding city identity through the use of urban morphology (Widya,2013)

RO#3The interdependency between the urban morphology and identity

Place Identity

The current bonding between people and riverside area

Interview Question-naire

Stage 3

The new/ remaining/ disappeared urban elements or setting

The forgotten and memorized elements

High vs. low appreciation towards placeSocial Character

Physical Character

IDENTITY OF RIVER CITY

Stage 4

RO#1.The physical and spatial pattern

Urban Morphology

The persistent and new urban element The physical-spatial pattern changes, streetline and riverline

Superimposed the maps

Stage 1RO#2Place character that can establish the identity

Identity with the Place

People's appreciation in the past (1890-1930)

People appreciation in the present (1990-

2000s)

Old paintings / photos

Interview Question-naire

Archival studies

Stage 2

Examiner Comment on Literature Review

• By Tracey Skelton on Nor Fadzila’s thesis, AFFORDANCE OF SCHOOL GROUNDS FOR CHILDREN’S OUTDOOR PLAY AND ENVIORNMENTAL LEARNING (2014)The literature review, which is largely located in Chapter 2, is extremely comprehensive and clearly written. An extremely good range of literature is examined and the candidate displays clear knowledge of, and the competence toengage with, the scholarly debates that are relevant to her field of study. She draws upon well-established and influential literature and also recent work to very good effect. The literature review is structured clearly and logically. I was also hoping to read more critical discussion about the conceptual and material problems around the ideas of affordances is all the existing literature accurate and useful? What are the candidate’s own critical perspectives on the literature?

Content of ThesisChapter 3: Research Methodology

• It explains the research approach or design on how to elicit data as well as what tools are used to analyze the data leading to results.

• It also explain what type is your research either exploratory, explanatory, experimental, descriptive or narrative.

• In addition, it describes the general approach of your investigation either positivism, pragmatism or constructivism.

• It elaborates the meaning of parameters as well as interrelationship of parameters.

• It describes the background of your study site or setting or context.

• Lastly, the justify the validity and reliability of your methods.• It should be written in simple past tense.

AffordancesAffordances of School Grounds of School Grounds for Children’s Outdoor Play and for Children’s Outdoor Play and

Environmental Learning Environmental Learning Nor Fadzila Aziz (PB103013)

PhD CandidateSupervisor: Assoc. Prof. Dr Ismail Said

Faculty of Built Environment Universiti Teknologi Malaysia

1 October 2014

Research MethodologyResearch Methodology

Research Design

Exploratory research

Exploratory research

Mixed methods design(Concurrent nested strategy)

Mixed methods design(Concurrent nested strategy)

Transactional approach in a phenomenology

study

Transactional approach in a phenomenology

study

Qualitative(Predominant method)

Qualitative(Predominant method)

Quantitative(Embedded method)

Quantitative(Embedded method)

Children(Stratified purposeful

sampling)

Teachers(Simple random

sampling)

Data analysis and triangulation

Data analysis and triangulation

FindingsFindings

Measurement Strategies

STRATEGY RESPONDENT OBJECTIVE

a) Walkabout interview and mapping

Children(n=80)

RO#1

b) Photography and discussion

RO#2

c) Drawing RO#4

d) Preference survey

RO#3

e) Survey questionnaire

Teachers(n=71)

RO#3RO#4

Environmental Learning

Environmental Learning

Children’s Outdoor Play

Children’s Outdoor Play

Actualisation of AffordancesActualisation

of Affordances

potential site for

PreferencesPreferences

School Grounds Environment

School Grounds Environment

Perc

ep

tion

an

d

att

itu

de t

ow

ard

s

Con

cep

tion

of

ideal

sch

ool g

rou

nd

s

offered affordances

perceived affordances

offered affordances

BOTTOM

UP

Children’s interactions

Children’sneeds

CHILDREN’S BEHAVIOURAL AND PERCEPTUAL RESPONSES

PLANNING AND DESIGN OF SCHOOL GROUNDS

Children’s emotions

Interrelationship between VariablesInterrelationship between Variables

D1D1 D2D2

D3D3

RO #1Affordances of school grounds

Children’s walkabout interview &

mapping(n=80)

Children’s photography &

discussion(n=80)

RO #2Factors that influence level of affordances

RO #3Environmental

learning in school grounds

Children’s preference

survey(n=80)

RO #4Ideal school grounds

for environmental learning

Outdoor play activities

The use of school grounds environment

Play behaviour patterns & children’s performances

The use of school grounds environment

Play behaviour patterns & children’s performances

Place preferences

Children’s affection & evaluation towards the environment

Properties & attributes of school grounds

Children’s affection & evaluation towards the environment

Properties & attributes of school grounds

Person-environment relationship

(“ACTUAL” environment)

Needs & preferences

The potentials & barriers of school grounds for environmental learning

Beliefs, preferences & needs

The potentials & barriers of school grounds for environmental learning

Beliefs, preferences & needs

Meaning and understanding on the potential affordances of school grounds

Features, design patterns & aspects considered

Meaning and understanding on the potential affordances of school grounds

Features, design patterns & aspects considered

Perceptual & conception(“IDEAL” environment)

Physical & social factors

Theoretical & design implication in enhancing school grounds’ potentials

Teacher’s survey

questionnaire

(n=71)

Children’s drawing

(n=80)

Descriptive statistics (Univariate)Spatial analysis (Hotspots)

Content analysis (Interpretative)

Descriptive statistics (Univariate)Spatial analysis (Hotspots)

Content analysis (Interpretative)

Descriptive statistics

Descriptive statistics

Descriptive statistics

RASCH Model

Descriptive statistics

RASCH Model

Descriptive statisticsContent analysis

Descriptive statisticsContent analysis

TRIANGULATION

Perceptions & attitudes

Research ObjectivesResearch Objectives

Examiner Comment on Research Methodology

• By Tracey Skelton on Nor Fadzila’s thesis, AFFORDANCE OF SCHOOL GROUNDS FOR CHILDREN’S OUTDOOR PLAY AND ENVIORNMENTAL LEARNING (2014)This is a really strong chapter in the thesis and the range of methods utilised for the research is explained very well and in good depth. There is also valuable use of methodological scholarships and discussion and strong argument put forward for the mixed-method approach. There are a few things that I think will strengthen the chapter and form part of the minor amendments. The methodology chapter provides a very clear descriptive introduction but how does this chapter link with the aims of the thesis and the research questions of the thesis? There needs to be more critical discussion of the purpose of thischapter to answer the complexities of the research project. This material is there a little later on but the early part of the chapter needs to be restructured. I would move paragraph 2 on page 86 up into the introduction as it provides a good description of the methods and so would better better in the introduction as part of showing why and how the research was done in the way it was.

Content of ThesisChapter 4: Results and Discussion

• Here lies the novelty of your research. Your data has been churned into tables and figures, your results. Figures could be maps, illustrations, charts and graphs.

• Being critical means your interpret the results rigorously relative to your research objectives, research hypothesis or research questions. Answering all of them means your thesis is complete.

• If you found that one of your objectives was not clearly answered, you can revise it in Chapter 1 or you can even drop the objective when you clearly understood that you have reached your research aim.

Content of ThesisChapter 4: Results and Discussion

• Situate your findings with those from your literature review either affirm, modify or reject. Hence, there should be many citations chapter. Avoid playing safe in your discussion that is discussing your findings all in consistent with those in the review. You can argue why your finding is in contrast with the findings of previous studies. It means that you either modify the current status of research subject or you create a new theory. This is the novelty of your research, new knowledge.

• It should be written in simple past tense.

Examiner Comment on Results and Discussion

• By Tracey Skelton on Nor Fadzila’s thesis, AFFORDANCE OF SCHOOL GROUNDS FOR CHILDREN’S OUTDOOR PLAY AND ENVIORNMENTAL LEARNING (2014)The chapter is extremely thorough and takes the reader through all the methods and findings step by step. In some places I think sections could be combined and more connected discussion be provided that provides a more analytical rather than a largely descriptive narrative.I found the most interesting part of this chapter related to the ideal school grounds that the children invented. Their diagrams were intriguing and the presence of water bodies in all of them particularly notable. I enjoyed the discussion on this too.

Content of ThesisChapter 5: Conclusions and Implications

• Here lies the contribution of your research, the milestones that you have generated and has clearly extend the boundary of the current status quo of your research subject. This demonstrates that you are a scholar in the field of study.

• Conclusion is constructed from the triangulation of findings answering your research objectives. It is a generalization of findings that benefits humanity.

• Implication is your idea consists of constructive steps that your findings benefiting stakeholders, organization, government or people’s community.

• It should be written in simple present tense.

The Model of Child-Environment Transactional Process

1. P-E fit

2. Affordances

3. Environmental preferences

Conclusion & Theoretical ImplicationsConclusion & Theoretical Implications

PLACE MAKING AND MEANING OF PADANG AS A PUBLIC PLACE IN HISTORIC CITIES OF MALAYSIA

Nor Zalina Harun (PB073042)PhD Candidate, Universiti Teknologi Malaysia

Theoretical Implication

Distinctiveness

Place familiarity Place dependence

Diversity

Place rootednessPlace identity

Place belongingnessPlace identity

Symbolical / analogicalValuation

Denotative meaning Connotative meaning Abstract meaning

Cognitive attachment Affective attachment Symbolic attachment

+

+

Examiner Comment on Conclusion and Implication

• By Tracey Skelton on Nor Fadzila’s thesis, AFFORDANCE OF SCHOOL GROUNDS FOR CHILDREN’S OUTDOOR PLAY AND ENVIORNMENTAL LEARNING (2014) A key strength of this thesis is the amount of data and the systematic analysis of that data. There is a wealth of materialprovided and discussed. This is particularly impressive given that the research could only be carried out in a two-day period in both schools. This is a testament to the mixed-methods approach that garnered a lot of information in a short space of time. The thesis is one of the best written and error-free pieces of work I have examined in quite a while – given the candidate is writing in her second language this makes it all the more impressive. The structure and logic of the thesis is very strong and makes for an engaging read. I could almost feel the energy of the children as they talked about and engaged in their different types of play. There is a good engagement with the academic literature throughout the thesis and the candidate demonstrates a good knowledge of the debates – although I think a more critical take on the work would have really strengthened the thesis. The thesis provides insights which will be valuable for policy making and planning.

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Question and Answer Session