Syllabus for
Doctor of Philosophy (English)
Academic Year  (2019)

Philosophical foundations of research are the scenario of higher education provided. Various approaches to research,  review of literature and application of theory are also included.

Ethics and values in Research, Scope of Interdisciplinary, multi-disciplinary and cross disciplinary research, Doctoral Supervision and supervisory styles, Types of Doctoral Research and implications, Pedagogy and Research: Research Informed teaching and Problem Based learning

History of Higher Education, The notion of University, Disciplines and Domain knowledge, Accreditations and Educational Policy, The Public Intellectual

Quantitative, Qualitative and mixed methods, Relationship between Research Paradigms, Designs and methods, Research Designs and its types, Research methods, Conceptualisation of Research problem in different research approaches, Research questions, Review of literature: Research Topic, Review of Literature in quantitative, qualitative and mixed methods, Steps in conducting Literature Review, Literature map, Abstracting studies, Literature Summary matrix, , Types of Reviews, Identification of Research Gap, Overview of Style manuals, Operational and Theoretical Definitions

Theory in quantitative research, Writing a Quantitative theoretical framework, Theory in Qualitative and mixed methods, Research proposals format for quantitative, Qualitative and mixed methods (Practical)

Building Philosophical foundations of Research

Providing scenario of Higher education

Inroducing Approaches to research and Application of theory 

Knowledge of the history and context of higher education.

Knowledge of various approaches to research.

Developed skill for conducting Review of Literature for research

Knowledge about the application of theory in research

Ethics and values in Research, Scope of Interdisciplinary, multi-disciplinary and cross disciplinary research,

Doctoral Supervision and supervisory styles, Types of Doctoral Research and implications, Pedagogy and Research: Research Informed teaching and Problem Based learning    

History of Higher Education, The notion of University, Disciplines and Domain knowledge, Accreditations and Educational Policy, The Public Intellectual    

 Quantitative, Qualitative and mixed methods, Relationship between Research Paradigms, Designs and methods, Research Designs and its types, Research methods, Conceptualisation of Research problem in different research approaches, Research questions, Review of literature: Research Topic, Review of Literature in quantitative, qualitative and mixed methods, Steps in conducting Literature Review, Literature map, Abstracting studies, Literature Summary matrix, , Types of Reviews, Identification of Research Gap, Overview of Style manuals, Operational and Theoretical Definitions    

Theory in quantitative research, Writing a Quantitative theoretical framework, Theory in Qualitative and mixed methods, Research proposals format for quantitative, Qualitative and mixed methods (Practical)    

Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit    

This course introduces the candidates to various journals, proceedings, books and conferences. It also helps them in collaborating with the scholars of various fields.

Learning Objectives

• To provide the researchers the information, knowledge, and skills to identify academic journals of various quality
• To be able to know about the industry of publishing journals 
• To teach the researchers how to submit articles to journals
• To understand the advantages, disadvantages, responsibilities and ethics of collaborative publishing

• choose journals based on their quality
• work in different processes in journal publishing
• submit research articles independently
• collaborate with scholars and researchers

• The concept and history of indexing
• Indexing Agencies
• Various Review Methods
• Indexing Parameters
• Open Access Publications,

• Types of Journals
• Domain based Journals
• University Publications
• Private Publications
• Individual Publications
• Regional Publications
• Society/Association Publications
• Economics of Journal Publishing
• Article Processing Charges

• Journal Databases
• Journal Template
• Plagiarism
• Submission Processes: Editorial Manager, OJS, Referee List

• Collaboration in Research
• Collaboration in Research Publication
• Merits of Collaboration
• Authorship preferences
• Tools of Collaboration
• Types of Authors

This course introduces the candidates to various journals, proceedings, books and conferences. It also helps them in collaborating with the scholars of various fields.

Course Objectives are:

• To provide the researchers the information, knowledge, and skills to identify academic journals of various quality
• To be able to know about the industry of publishing journals 
• To teach the researchers how to submit articles to journals
• To understand the advantages, disadvantages, responsibilities and ethics of collaborative publishing

• The concept and history of indexing
• Indexing Agencies
• Various Review Methods
• Indexing Parameters
• Open Access Publications

Journal Publishing

·      Types of Journals

ü  Domain based Journals

ü  University Publications

ü  Private Publications

ü  Individual Publications

ü  Regional Publications

ü  Society/Association Publications

·      Economics of Journal Publishing

Article Processing Charges    

• Journal Databases
• Journal Template
• Plagiarism
• Submission Processes: Editorial Manager, OJS, Referee List

• Collaboration in Research
• Collaboration in Research Publication
• Merits of Collaboration
• Authorship preferences
• Tools of Collaboration
• Types of Authors

• Cross, R., Taylor, S & Zehner, D (2018). Collaboration Without Burnout,  Harvard Business Review, July–August,  pp.134–137.
• Ferris LE & Winker MA, (2017). Ethical issues in publishing in predatory journals, Biochem Med (Zagreb). 27(2):279-284. doi: 10.11613/BM.2017.030.
• Shewan, L. G., & Coats, A. J. (2010). Ethics in the authorship and publishing of scientific articles.

• Habibzadeh, F., & Simundic, A.-M. (2017). Predatory journals and their effects on scientific research community. Biochemia Medica, 27(2), 270–272. http://doi.org/10.11613/BM.2017.028
• Laine, C., & Winker, M. A. (2017). Identifying predatory or pseudo-journals. Biochemia Medica, 27(2), 285–291. http://doi.org/10.11613/BM.2017.031
• Lippi, G. (2017). How do I write a scientific article?—A personal perspective. Annals of Translational Medicine, 5(20), 416. http://doi.org/10.21037/atm.2017.07.43
• Prater, C. 8 Ways to Identify a Questionable Open Access Journal, https://www.aje.com/en/arc/8-ways-identify-questionable-open-access-journal/ accessed on July 3, 2018
• Saha, I & Paul, B (2017). Research submission: Some technicalities and vital links, Med J Armed Forces India. 74(2): 165–168. doi: 10.1016/j.mjafi.2017.10.006

• Internal Assessements are designed to improve knowledge of and skill in all sections of the course
• Each unit is evaluated separately and all units have equal weightage
• Each unit has about 12 lecture hours and 3 library/practical hours
• Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit

The course responds to the questions what is English Studies? What are socio/political/cultural contexts that have shaped research in English Studies historically? What kind of reading skill is beneficial to research in English Studies? 

The course engages with these questions theoretically at the same time does not lose sight of research as a skill. So the modules and pedagogy will balance theoretical foundations, lectures and application based activities.   

Objectives

• To introduce researchers to advanced level of research reading and writing in literary studies 
• To prepare the researcher to locate his/her work within the discipline of English studies
• To familiarize the researcher with the key issues in the discipline

• will be able to identify and apply appropriate theoretical framework
• will be able to develop research questions for their research
• will be able to locate the discipline historically

English education has a history of more than 6oo years in Britain, around 200 years in America. India and other colonies have a colonial and postcolonial legacy that shapes the English educational scene. A common thread that binds these different educational scene in different nations is language, texts chosen and shifts in the discourse of English education itself - a narrative that traces a culture of reservation regarding the rhetorical aspects, to the post-enlightenment emphasis on humanism to the twentieth century contextualizing in formalism and cultural studies and markers informing the narrative in the postmodern present. This module will examine the discipline’s relationship with the markers that have shaped the English education. 

The module will have a specific frame to examine English Education in India and its position within colonial culture and postcolonial attempts to find its identity. The readings will consist of historical importance and also narratives of different English departments across the globe with emphasis on Indian context. 

Locating research in a context - critical, cultural, historical, intellectual - is a conscious exercise. This module helps the researcher to understand the key elements of research in literary studies. The researchers will learn to identify appropriate critical and theoretical approaches suitable to their research area. It will also help researchers to understand literary criticism and theory as reading practices of texts, cultural contexts.·         Greene, Maxine. “Qualitative Research and the Uses of Literature.” Journal of Thought, vol. 21, no. 3, 1986, pp. 69–83. JSTOR, www.jstor.org/stable/42589191.

• Holbrook, S. (2015) How to Read (and Write About) Poetry. Broadview Press.
• Knopf, Jeffrey W. “Doing a Literature Review.” PS: Political Science and Politics, vol. 39, no. 1, 2006, pp. 127–132. JSTOR,www.jstor.org/stable/20451692.
• Palmer, William S. “Research: Reading Theories and Research: A Search for Similarities.” The English Journal, vol. 70, no. 8, 1981, pp. 63–66. JSTOR,www.jstor.org/stable/817749.
•  Van de Poel-Knottnerus, Frederique, and J. David Knottnerus. “social life through literature: a suggested strategy for conducting a literary ethnography.” Sociological Focus, vol. 27, no. 1, 1994, pp. 67–80. JSTOR,www.jstor.org/stable/20831682.

Literature review, Research questions, research design are significant elements of any research proposal. The module assumes that students are introduced to these elements in their Academic Writing course. However, this module focuses on transferring the general skills to a specific context, especially in view of skills acquired in the previous modules. Pedagogy need not be merely lectures but largely application.

Critical thinking skills:

• How to select appropriate theory
• Ability to deal with different methodologies and theory
• Think critically and independently across the issues in their subject and form critical judgments.
• Survey broad range of secondary material and locate own research within it.

To discuss and practice the critical thinking skills, following essays, books will be considered: 

·         Aitchison, Claire, and Alison Lee. "Research writing: Problems and pedagogies." Teaching in Higher Education 11.3 (2006): 265-278.

·         Baumeister, Roy F., and Mark R. Leary. "Writing narrative literature reviews." Review of general psychology 1.3 (1997): 311-320.

·         Fludernik, Monika. "New Wine in Old Bottles? Voice, Focalization, and New Writing." New Literary History 32.3 (2001) 619-638.

·         Goatly, Andrew. Critical reading and writing: An introductory coursebook. Routledge, 2013. (Select chapters)

·         Grey, Christopher, and Amanda Sinclair. "Writing differently." Organization 13.3 (2006): 443-453.

·         Jaworski, A., & Coupland, N. (Eds.). (2014). The discourse reader (Vol. 2). Nueva York, NY: Routledge.

·         Kamler, Barbara. Relocating the personal: A critical writing pedagogy, 1-54. SUNY Press, 2001.

·         Monippally, Mathukutty M., and Badrinarayan Shankar Pawar. Academic writing: A guide for management students and researchers. SAGE Publications India, 2008.

·         Paltridge, Brian. Genre, frames and writing in research settings. John Benjamins, 1997.

·         Parker, Robert Dale. How to interpret literature: Critical theory for literary and cultural studies. Oxford University Press, 2011.

·         Smyth, T. R. "Thinking and Writing." The Principles of Writing in Psychology. Red Globe Press, London, 2004. 3-12.

·         Stern, Madeleine. "Characteristics of the literature of literary scholarship." College & Research Libraries 44.4 (1983): 199-209.

A course offered to Research Scholars of Humanities and Social Sciences in view of developing their writing skills with respect to research papers and thesis.

Objectives

1.To improve the skill sets in preparing and bringing our discipline specific research articles
2.To develop scholarly approved academic writing in English
3.To understand and use the globally acceptable English writing skills.
4.To write an appealing Thesis in English

The research scholars are trained to choose the academic language that suits their school of thought or discipline to author their respective journal articles.

The scholars will have teaching and training in two specific areas under module 1.

1.Academic grammar recognition task to strengthen the discipline specific Research writing
2.Recognising structural, syntactic, and pragmatic errors and rectifying the same elements through the use of grammarly.com tools

The research scholars are oriented to express their thoughts in a scientific and systematic way of writing. They will consider presenting their ideas and outlook in the form of a well informed discourse. This method of registration would have serious consideration for introduction, methodology, results, discussion or conclusion. This module will focus on certain aspects of language teaching:

1.Recognising essential elements of an academic paragraph 
2.Restructuring of paragraph in the milieu of AW
3.Paragraph analysis from varied sections of research symmetrical design 
4.Practicing paragraph writing for academic style and approved norms 

The scholars get trained in mechanics and other essential writing skills to hold their argument for their respective perspectives. They do get the adequate input to present their thoughts in formal writing. This module will deal with the following aspects of writing skills:

1.Journal article analysis
2.Recognizing different layouts
3.Discipline specific vocabulary building for academic research 
4.Drafting a sample essay for publication 

Scholars should follow the portfolio design of study method to accomplish their award of achievement in regards to the choice of their subject specific online courses. They can choose any online courses from online platforms such as

• https://www.coursera.org/
• https://www.open2study.com/
• https://www.classcentral.com/
• http://www.edx.org/
• https://swayam.gov.in
• https://nptel.ac.in/

Your portfolio will be an arrangement of all your soft documents in your google drive for the purpose of official verification. You will have the following documents in order:

• Week 1 teaching material in order
• Week 1 video clips downloaded and saved with transcripts
• Week 1 quiz content (questions and your answers with grade attached)
• Week 1 assignment (questions and your answers posted)
• Week 1 peer evaluation documents (at least three documents that you peer evaluated in soft copy form)
• Week 1 grade achievement sheet

• Week 2 teaching material in order
• Week 2 video clips downloaded and saved with transcripts
• Week 2 quiz content (questions and your answers with grade attached)
• Week 2 assignment (questions and your answers posted)
• Week 2 peer evaluation documents (at least three documents that you peer evaluated in soft copy form)
• Week 2 grade achievement sheet 

• Week 3 teaching material in order
• Week 3 video clips downloaded and saved with transcripts
• Week 3 quiz content (questions and your answers with grade attached)
• Week 3 assignment (questions and your answers posted)
• Week 3 peer evaluation documents (at least three documents that you peer evaluated in soft copy form)
• Week 3 grade achievement sheet

• Week 4 teaching material in order
• Week 4video clips downloaded and saved with transcripts
• Week 4 quiz content (questions and your answers with grade attached)
• Week 4 assignment (questions and your answers posted)
• Week 4 peer evaluation documents (at least three documents that you peer evaluated in soft copy form)
• Week 4 grade achievement sheet

This course introduces scholars to the Python Programming, MATLAB, Origin, Tikz and LaTeX Draw, thus enabling them to develop skills of numeric computation, data analysis and visualization, programming and algorithm development and application development. 

Course Learning Objectives

• To provide the knowledge of MathLab, Origin and Python. 
• To explore the possibilities of using Python language as a tool for learning Mathematics. 
• To develop the skill of preparing documents using LaTeX also to develop the skill of drawing  figures using Tikz

• Explore and visualize data using MATLAB and ORIGIN commands and functions
• Import data from heterogeneous sources
• Build predictive models using MATLAB and ORIGIN Toolbox
• Prepare documents using LaTeX
• Draw mathematical figures using Tikz

Introduction to ORIGIN, Introduction to ORIGIN Graphing Elements, Creating Simple Graphs, Graph Customization and Technicalities, Workbook, Worksheets and Columns, Graphical Exploration of Data, Themes and Templates, Graphing Data from multiple sheets, Row Statistics, Data Analysis [Peak Analysis, Curve Fitting, Statistics].

Installation, IDES, Introduction, Hardware components, Software components, The Operating system, Programming in Python, formatted printing, Visualizing data with graphs, Algebra and symbolic math with Symphy, Graphs as a python class, Graph Density, Distance and diameter of a graph, The complete python graph class.

Introduction to MATLAB [Variables, Matrices, Built-in Functions, Arrays, Structure, Cell], MATLAB Programming [Inline functions, control structures, Programming syntax, Script files and Functions files], solution of Differential equations, Data Visualization and Data Exploration Techniques [Data import/export, Plots, Statistics basics], Models for Data Analysis [Regression Models, Classification Models [Using of Statistic Toolbox].

Introduction, Preparing an input file, The document, Document class, The title page, Changing the type style, Mathematical formulas, Mathematical Symbols, Defining commands and environments, Other document classes, Pictures and colors, Erros, The bibliography database, Reference manual, Drawing lines and curves using Tikz, Filling up areas, Putting labels in Pictures, Integration with beamer.

Sampling Design, Development and validation of Tools, Qualitative Research Methods, Quantitative Research and Mixed methods and Quantitative data analysis

• to design experiments
• to identify tools for research
• to use methods of researh
• to analyse the data

• Sampling Design, Development and validation of Tools
• Introduction, Sample size, Representativeness of the sample, Access to sample, Sampling error, sampling strategy, Sampling strategy: Probability and non probability sampling, Types of sampling
• Development of Tools
• Classical and modern test theory: assumptions, equations and limitations
• Process of Test development
• Establishing psychometric properties of a Test, Developing questionnaires and interview schedules,
• Validity and Reliability
• Kinds of validity, Triangulation, Types of triangulation and their characteristics, Reliability in Quantitative research and Qualitative research, validity and reliability in interviews, experiments, questionnaires, observations, tests, life histories. Sources of unreliability

1. Naturalistic and Ethnographic research: Features and Stages
2. Historical and Documentary research: Data collection, Evaluation, Writing research report, Use of quantitative methods, Life histories, Research process in life history, types of documents, The context of document, the writer of the document, the researcher and the document, Reliability and validity in documentary analysis
3. Case study: Hallmarks in case study, Typology observation studies, Participant observation, Planning a case study, Writing up a case study
4. Interviews: Conception, purposes, types, Planning interview-based research procedures (Stages), Group interviewing, Interviewing Children, Focus Group interview, Telephone interview, Ethical issues
5. Qualitative data analysis: Transcription and data management process, Data analysis in different tradition, Content analysis and grounded theory, Thematic analysis, Phenomenological analysis, Narrative analysis, Discourse and conversational analysis

• Longitudinal, cross sectional and trend studies
• Pre-requisites of survey, Planning a survey, telephonic surveys, internet based surveys, Principles of constructing internet based surveys, advantages and key issues in internet based surveys, sampling in internet based surveys, Simulation methods, Geographical information systems,  Longitudinal, cross sectional and trend studies,  strengths and weaknesses
• Experimental Research Design
• Introduction to causality, Between-subjects design, within –subjects design, factorial design, Mixed Factorial experiments single-subject research design. T –Test and ANOVA in experimental designs, Meta analysis
• Ex post facto research
• Meaning, Co-relational and criterion groups designs, Characteristics, Designing a ex post facto investigation, Procedures
• Mixed methods approach to research
• Principles and decisions. Classification of mixed designs for social and behavioral research: multi strand designs, concurrent mixed designs, sequential mixed designs, multi strand conversion mixed designs, fully integrated mixed design model

Questionnaire

• Ethical issues, preliminary planning of a questionnaire, operationalising, Structured, semi-structured and unstructured questionnaire, Closed and open ended questions, Scales of data, Dichotomous questions,Multiple Choice questions, Rank ordering, Rating scales, Constant sum questions, Ratio data questions, Open ended questions, Matrix questions, Contingency questions, filters and branches, Layout, covering letter, Piloting, Practical considerations in designing a questionnaire, Administering questionnaires, Quantitative data analysis: Scales, Parametric and non-parametric data, Descriptive and inferential statistics, one-tailed and two-tailed tests, Dependent and Independent variables, Reliability test, Exploratory data analysis, frequencies, percentages and cross-tabulations, Statistical significance, Hypothesis testing, Effect size, Degrees of freedom, Test of Association, Coefficient of correlation

Statistical Tools (using SPSS, AMOS and R)

• Normality test, Skewness and kurtosis, Parametric tests: Multivariate methods and analysis, Discriminant, Analysis, MANOVA,  Multiple, regression, Factor analysis, Structural equation modeling (SEM)  - Measurement model, Model fit, Moderator and Mediation Analysis using AMOS, Boot strapping

Non- Parametric tests

• Median Analysis, Chi-Square Tests, Kruskal-Wallis Tests, Mann-Whitney U Tests, Wilcoxon Sign Test, Friedman Tests, Logit and Probit regression analysis