Syllabus for
Doctor of Philosophy (Law)
Academic Year (2019)
1 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
RES131
FOUNDATIONS OF RESEARCH
Core Courses
4
4
100
RES131N
FOUNDATIONS OF RESEARCH
Core Courses
10
4
100
RES132
RESEARCH PUBLICATION
Core Courses
4
4
100
RES132N
RESEARCH PUBLICATION
Core Courses
10
4
100
RHS131
RESEARCH WRITING FOR HUMANITIES AND SOCIAL SCIENCE
Discipline Specific Elective Courses
4
4
100
RSS131
METHODS IN RESEARCH FOR SOCIAL SCIENCE
Discipline Specific Elective Courses
4
4
100
RES131 - FOUNDATIONS OF RESEARCH (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
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.
Course Outcome
Reflections on the hilosophical foundations of research
Knowledge of the history and context of higher education
Knkowledge about various approaches to research
Review of literature
Application of theory
Unit-1
Teaching Hours:14
Philosophical foundations of 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
Unit-2
Teaching Hours:16
Higher Education
History of Higher Education, The notion of University, Disciplines and Domain knowledge, Accreditations and Educational Policy, The Public Intellectual
Text Books And Reference Books:
Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los angeles: University of Nebraska–Lincoln.
Essential Reading / Recommended Reading
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. BRILL.
Denzin, N.K. and Lincoln, Y.S. (eds.). (2011). The Sage handbook of qualitative research. Thousand Oaks: Sage.
Fink, A. (2019). Conducting research literature reviews: From the internet to paper. Sage
Fuller, S. (2019). Philosophy of science and its discontents. Routledge.
Herr, K. and Anderson, G.L. (2005). The action research dissertation. Thousand Oaks, CA: Sage.
Johnson, A.P. (2005). A short guide to action research. Boston: Pearson Education.
Kindon, S., Pain, R., and Kesby, M. (eds). (2007). Participatory action research approaches and methods. NY: Routledge.
McNiff, J. and Whitehead, J. (2006). All you need to know about action research. Thousand Oaks, CA: Sage.
Reason, P. and Bradbury, H. (eds.). (2006). Handbook of action research. Thousand Oaks, CA: Sage.
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
Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit
RES131N - FOUNDATIONS OF RESEARCH (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:10
Max Marks:100
Credits:4
Course Objectives/Course Description
Building Philosophical foundations of Research
Providing scenario of Higher education
Inroducing Approaches to research and Application of theory
Course Outcome
Reflections on the philosophical foundations of research
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
Unit-1
Teaching Hours:15
Philosophical foundations of 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
Unit-2
Teaching Hours:15
Higher Education
History of Higher Education, The notion of University, Disciplines and Domain knowledge, Accreditations and Educational Policy, The Public Intellectual
Text Books And Reference Books:
Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los angeles: University of Nebraska–Lincoln.
Essential Reading / Recommended Reading
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. BRILL.
Denzin, N.K. and Lincoln, Y.S. (eds.). (2011). The Sage handbook of qualitative research. Thousand Oaks: Sage.
Fink, A. (2019). Conducting research literature reviews: From the internet to paper. Sage
Fuller, S. (2019). Philosophy of science and its discontents. Routledge.
Herr, K. and Anderson, G.L. (2005). The action research dissertation. Thousand Oaks, CA: Sage.
Johnson, A.P. (2005). A short guide to action research. Boston: Pearson Education.
Kindon, S., Pain, R., and Kesby, M. (eds). (2007). Participatory action research approaches and methods. NY: Routledge.
McNiff, J. and Whitehead, J. (2006). All you need to know about action research. Thousand Oaks, CA: Sage.
Reason, P. and Bradbury, H. (eds.). (2006). Handbook of action research. Thousand Oaks, CA: Sage.
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
Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit
RES132 - RESEARCH PUBLICATION (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
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
Course Outcome
On Successful completion of this course, research scholars will be able to:
choose journals based on their quality
work in different processes in journal publishing
submit research articles independently
collaborate with scholars and researchers
Unit-1
Teaching Hours:15
Quality Measures of Journals
The concept and history of indexing
Indexing Agencies
Various Review Methods
Indexing Parameters
Open Access Publications,
Unit-2
Teaching Hours:15
Journal Publishing
Types of Journals
Domain based Journals
University Publications
Private Publications
Individual Publications
Regional Publications
Society/Association Publications
Economics of Journal Publishing
Article Processing Charges
Text Books And Reference Books:
Coser, L. A., Kadushin, C., & Powell, W. W. (1982). Books: The culture and commerce of publishing (p. 22). New York: Basic Books.
Essential Reading / Recommended Reading
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.
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
Shewan, L. G., & Coats, A. J. (2010). Ethics in the authorship and publishing of scientific articles.
Evaluation Pattern
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
RES132N - RESEARCH PUBLICATION (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:10
Max Marks:100
Credits:4
Course Objectives/Course Description
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
Course Outcome
On Successful completion of this course, research scholars will be able to:
choose journals based on their quality
work in different processes in journal publishing
submit research articles independently
collaborate with scholars and researchers
Unit-1
Teaching Hours:15
Quality Measures of Journals
The concept and history of indexing
Indexing Agencies
Various Review Methods
Indexing Parameters
Open Access Publications
Unit-2
Teaching Hours:15
Journal Publishing
Journal Publishing
·Types of Journals
üDomain based Journals
üUniversity Publications
üPrivate Publications
üIndividual Publications
üRegional Publications
üSociety/Association Publications
·Economics of Journal Publishing
Article Processing Charges
Text Books And Reference Books:
Coser, L. A., Kadushin, C., & Powell, W. W. (1982). Books: The culture and commerce of publishing (p. 22). New York: Basic Books.
Essential Reading / Recommended Reading
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
Evaluation Pattern
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
RHS131 - RESEARCH WRITING FOR HUMANITIES AND SOCIAL SCIENCE (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
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
Course Outcome
Skills in grammar, sentence crafting and effective presentation
Command over appealing academic English
Knowledge about globally acceptable English
Craft for lengthy writing
Discipline specific authentic writing for academia
Unit-1
Teaching Hours:15
How to construct sentences from academic paper point of view
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
Unit-2
Teaching Hours:15
How to construct a paragraph from research point of view
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
Text Books And Reference Books:
Sword, Helen. Stylish academic writing. Harvard University Press, 2012.
Essential Reading / Recommended Reading
Coffin, Caroline, et al. Teaching academic writing: A toolkit for higher education. Routledge, 2005.
Day, Robert A., and Barbara Gastel. How to write and publish a scientific paper. Cambridge University Press.
Ellison, Carol. McGraw-Hill's Concise Guide to Writing Research Papers Carol Ellison. Chicago: McGraw-Hill Education, 2010.
Evans, David, Paul Gruba, and Justin Zobel. How to write a better thesis. Melbourne Univ. Publishing, 2011.
Glorfeld, Louis E. "A concise guide for writers." (1977).
Gravett, Sarah, E. Henning, and W. Van Rensberg. "Finding your way in academic writing." (2002).
Leggett, Glenn H., et al. Prentice-Hall handbook for writers. Englewood Cliffs, NJ: Prentice-Hall, 1974.
Wallwork, Adrian. English for writing research papers. Springer, 2016.
Evaluation Pattern
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
Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit
RSS131 - METHODS IN RESEARCH FOR SOCIAL SCIENCE (2019 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
Sampling Design, Development and validation of Tools, Qualitative Research Methods, Quantitative Research and Mixed methods and Quantitative data analysis
Course Outcome
Scholars learn
to design experiments
to identify tools for research
to use methods of researh
to analyse the data
Unit-1
Teaching Hours:14
Design, Development and Testing
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
Unit-2
Teaching Hours:16
Qualitative Research Methods
Naturalistic and Ethnographic research: Features and Stages
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
Case study: Hallmarks in case study, Typology observation studies, Participant observation, Planning a case study, Writing up a case study
Interviews: Conception, purposes, types, Planning interview-based research procedures (Stages), Group interviewing, Interviewing Children, Focus Group interview, Telephone interview, Ethical issues
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
Text Books And Reference Books:
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge.
Essential Reading / Recommended Reading
Babbie, E.R. (2010). The practice of social research. Belmont, CA: Wadsworth.
Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative approaches. Walnut Creek, CA: Alta Mira Press.
Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative approaches. Walnut Creek, CA: Alta Mira Press.
Best, J. (2004). More damned lies and statistics: How numbers confuse public issues. Berkeley: U of California P.
Creswell, J. (2007). Qualitative inquiry and research design: choosing among five approaches. Thousand Oaks, CA: Sage.
Denzin, N.K. and Lincoln, Y.S. (eds.). (2011). The Sage handbook of qualitative research. Thousand Oaks: Sage.
Dytham, C. (2003). Choosing and using statistics: A biologist's guide. Malden, MA: Blackwell.
Fetterman, D.M. (2010). Ethnography: Step-by-step. Los Angeles: Sage.
Foster, J., Barkus, E., and Yavorsky, C. (2006). Understanding and using advanced statistics. Thousand Oaks, CA: Sage
Handbook of methods in cultural anthropology. (1998). Walnut Creek, CA: AltaMira Press.
Jaccard, J. and Becker, M.A. (2010). Statistics for the behavioral sciences. 5th edition. Belmont, CA; Wadsworth.
Johnson, B. & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. Los Angeles, CA: Sage
Keller, D.K. (2006). The Tao of statistics. Thousand Oaks, CA: Sage.
Leedy, P.D. and Ormond, J.E. (2005). Practical research: planning and design. Upper Saddle River, NJ: Merrill.
Patten, M. (2007). Understanding research methods: An overview of the essentials. Sixth edition. Glendale, CA: Pyrczak Publishing.
Patten, M. (2007). Understanding research methods: An overview of the essentials. Sixth edition. Glendale, CA: Pyrczak Publishing.
Saldana, J. (2009). The coding manual for qualitative researchers. Los Angeles: Sage.
Sanders, L.D. (2010). Discovering research methods in psychology: A student's guide. Malden, MA : British Psychological Society/Blackwell.
Simons, H. (2009). Case study research in practice. Los Angeles: Sage.
Singleton, Jr., R.A. and Straits, B.C. (2005). Approaches to social research. NY: Oxford UP.
Thomas, R.M. & Brubaker, D.L. (2000). Theses and dissertations: A guide to planning, research, and writing. Westport, CT: Bergin & Garvey.
Yin, R.K. (2009). Case study research: Design and methods. Los Angeles, CA: Sage.
Evaluation Pattern
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
Not attending more than four hours of lectures of each unit will require the scholar to repeat the unit