The university has a name for innovative and ground-breaking research. When it comes to research and providing education, Wageningen enjoys an outstanding international reputation. As a PhD candidate at the university, you will develop knowledge that serves mankind and society at large.
The PhD (Professional) Education is a doctoral research programme of equivalent standing to the traditional Doctor of Philosophy, with a focus on research and professional practice which aims to aid the dissemination, development and management of a range of professional practice and policy development. It provides an integrated and structured programme of study aimed at current and future educators who wish to conduct original research relating to their professional context or area of educational practice.
A key feature of the PhD (Professional) Education is our belief that students’ learning is most effective when it is the product of an on-going dialogue with others, either teaching staff or fellow students, through which students are constantly challenged to refine their understanding of key concepts in the field of education, and their own development of their research ideas.
The PhD (Professional) Education aims to develop the capacity in individuals to make a significant original contribution to understanding and improving professional practice in education through research. The programme is specifically designed for current and future educators and can be understood as an advanced form of research-based professional development or training. Graduates from the programme may go on to senior positions in their existing field as well as entering academic careers.
The PhD (Professional) Education is a doctoral research programme of equivalent standing to the Doctor of Philosophy with a focus on research and professional practice which aims to aid the dissemination, development and management of a range of professional practice and policy development.
Usually a guide of this nature focuses on the actual implementationof the research. This is not the focus of this guide. Instead of examiningsuch aspects as identifying appropriate sample size, field testing theinstrument and selecting appropriate statistical tests, this guide looksat many of the quasi-political aspects of the process. Such topics as howto select a supportive committee, making a compelling presentation of yourresearch outcomes and strategies for actually getting the paper writtenare discussed.
This guide has been created to assist my graduate students in thinkingthrough the many aspects of crafting, implementing and defending a thesisor dissertation. It is my attempt to share some of the many ideas thathave surfaced over the past few years that definitely make the task offinishing a graduate degree so much easier. (This Guide is a companion to the .)
12. Focus your research very specifically. Don't try to haveyour research cover too broad an area. Now you may think that this willdistort what you want to do. This may be the case, but you will be ableto do the project if it is narrowly defined. Usually a broadly definedproject is not do-able. By defining too broadly it may sound better toyou, but there is a great chance that it will be unmanageable as a researchproject. When you complete your research project it is important that youhave something specific and definitive to say. This can be accommodatedand enhanced by narrowly defining your project. Otherwise you may haveonly broadly based things to say about large areas that really providelittle guidance to others that may follow you. Often the researcher findsthat what he/she originally thought to be a good research project turnsout to really be a of research projects. Do one project for yourdissertation and save the other projects for later in your career. Don'ttry to solve all of the problems in this one research project.
In this context, she selected 20 cultural words in Spanish from different fields, and checked how they were defined in these dictionaries. Then she administered a questionnaire to some Spanish Chinese students and assessed the consequences of the lack of cultural information in the definition of the terms in the dictionary.
The results of the questionnaire showed that many definitions do not coincide with the definitions given by native Spanish teachers in class. For example, 65% of the students surveyed thought that castillos humanos were built to protect something. The survey also detected that students do not dare to question the definitions given by dictionaries, even though they often find them to be inadequate. And since they do not have a good understanding of Spanish customs and traditions, even though they understand the lexical meaning of words they respond to the survey from the perspective of Chinese culture, which can give rise to mistaken interpretations.
With these results, Yun Luan suggests creating a new type of digital bilingual Chinese-Spanish dictionary that takes into account the idiosyncrasy of the two languages, incorporates the cultural component and extends the definitions with sociocultural information about these words and with audiovisual supplements whenever necessary.
According to Yun Luan, the advantage of this online dictionary is that it makes it possible to add a network of hyperlinks that connect an initial entry with other words connected to the concept. The dictionary also makes it possible to constantly renew the definitions, in parallel to the progress of society and the changes that come about.