There are many postgraduate theses, research reports and journal articles that carry the title of 'A Case Study of …'. However, the precise definition of a 'case study' is very elusive, and the term is used 'widely and loosely' (Sechrest, Stewart, Stickle, & Sidani. 1996). We have observed people reporting that they are using a 'case study methodology', a 'case study method', a 'case study approach', and etc.

The aim of this seminar is to present some thoughts on this concept so that a clearer picture of what a case study is, and is not, might emerge. A useful comment to remember is:

Like so many concepts in the social and behavioural sciences that are grounded in everyday experience, the concept of case study is pretty well agreed upon at the core, with disagreement occurring mostly at the margins. (Sechrest, et al. 1996, CH 1 - 1.)

This session will provide a brief introduction to SPSS, a very widely used software package for analysing research data in a range of disciplines. It will serve as an introduction for those wishing to analyse their own data using SPSS. We will cover the topics of statistical thinking, research questions, types of data, reading data, manipulating data, labeling variables and values, the viewer window, computing new data and initial data analysis.

One of the first real hurdles for doctoral students is producing the application for candidature. This is the 'official moment' when the output of the student's work is on professional display for the first time, and it is where the university considers whether the work is suitable to be developed into a doctoral submission. Usually, this process takes place when the research question has been well developed, and an Introduction chapter and a Literature Review chapter have been substantially completed. There should also be evidence of significant work toward the Theoretical Framework and the proposed Methodology available for perusal by the committee.

This discussion will focus on ways in which the student can develop a candidature proposal that will both capture the attention of the university committee and provide the basis for an informed decision about the readiness of the work to proceed as a doctoral study.

In this session, we have an opportunity to pursue further the conceptual foundations of a research program work. Teasing out a description and explanation of a theoretical framework is not an easy task, and to help students to do this a hypothetical example is given to illustrate how a student might use an existing theory to help in the development of a research program. Although this example is located in the Health Sciences, there should be enough direction embedded in the discussion for those located in other areas to both follow the development of the hypothetical argument and to create their own description using this example as a template. (It is important to acknowledge at this point that this workshop is largely based upon the work of Nutbeam and Harris (2004), and anyone wishing to take this topic further is encouraged to purchase their excellent book).

Earlier, we had a first look at structuring a Literature Review. As was indicated during that session, there are many published works discussing ways in which a Literature Review might be constructed. This, in itself, should give you the idea that there is not a single structure for a Literature Review, even within a particular discipline. Each postgraduate student needs to find examples of acceptable Literature Reviews in their own field (usually from published theses), and maybe find a general work that meets their particular taste, then construct a work that is suitable for their particular study. Even with this somewhat daunting caveat, nevertheless, I think there are some 'broad view' comments about planning a Literature Review that can be made in mixed company.

In this workshop, we shall look at some of the steps that students should attend to during the writing and preparation for submission of a research thesis. Whilst this workshop is not designed to give a comprehensive list of all the issues, it will highlight some aspects of the writing process that I have observed to be either generally useful or commonly overlooked. Note that in this workshop/discussion, we will be working 'backwards' so that you can see what issues will be needed to be kept in mind early in the planning stages. I have found this to be a very useful technique with students, particularly since it emphasises the need for choosing a system of referencing, a layout format, a thesis structure and etc. well before the final write-up phase.

If you cannot - in the long run - tell everyone what you have been doing, your doing has been worthless. Schrodinger, E., Science and Humanism, Cambridge University Press, Cambridge, pp.7-8.

We have commented previously on the five phases of a research project - presage, preparation, process, product and permanency. The issue of publication usually arises either late in the process stage, when data analysis yields some significant findings, or as part of the product and permanency strategies. In this discussion, we will consider a number of issues related to the publication of results of a thesis, including the reason for publication, what sort of articles are appropriate for publication, where is the most useful forum for publication, how to go about preparing a submission, and when is the most appropriate time to submit an article. During the discussion, it should be appreciated that different disciplines have slightly different approaches, so a final decision on whether to, and what to publish, should be taken in consultation with your supervisor.

One of the areas of the research experience that many research students overlook is the period directly after the completion of the thesis. This is the time when you are most familiar with the field that you have been working in, and when your material is the most current it will ever be. Understandably, after working for several years on the research, and having spent so much time and effort bringing the thesis to completion, many students feel that they could not face another task related to the research material. Whilst this is a common feeling with all students, the fact still remains that to make the most of the experience, and indeed to establish yourself as an identity in the area, there are strong reasons why the work should be made public while it is new and relevant. It is also useful to remember that you are not the only person to benefit from a public airing of the work - your supervisor and the University will both be keen to encourage you to approach the media or any other organisation that you feel is an appropriate vehicle for publication.

There are many acceptable ways of presenting a seminar paper. Some are perhaps more entertaining or informative than others, but there is no one 'correct' way. However, there are many unacceptable ways of presenting a seminar. In this session, some comments will be made which may help your presentation fall into the first category rather than the second, and help you appreciate what the essential differences are between success and embarrassment.