Postgraduate researcher experiences of planning research

Here's what some disabled postgraduate researchers and graduates have said about managing their research:

‘I could always see my finished thesis. .. I don’t mean contaminating the research in that way but I could see what my thesis was going to look like, what the chapters would be. I had a plan. (My supervisors and I) actually sat down quite early on and decided what the thesis was going to be. Then what we decided to do was to concentrate on my weakest areas, so the chapter on dyslexic theory was left till last. So my first chapter, because I was new to biographical methods, was to write on biographical research methods. My methodology, which is usually your last chapter, came first. That really helped me because that was the practical side done and, when spring came, I knew exactly what I was doing for my interviews.

In all the supervision meetings they questioned me on different ideas, what I was strong at, what I was weak at. They didn’t make me think you need to know more on this. But they would state, ‘I think you need to do a bit more reading, so why don’t we not spend this amount of time on your methodology. What you’ve got to do is go and read articles, journals whatever.’ They were very understanding about my reading speed as well. They didn’t just say go and do this or do that; they always questioned how long it would take. We planned out how long it would take to do this amount of reading, how long it would take to do this writing, then when could I hand it in and then when we would have the meeting to discuss. They always really work; they have always read everything I’ve done and given me feedback on what I have done. That really does boost confidence as well.’

Postgraduate researcher with dyslexia

‘Conventional academic research can look to the dyslexic eye like old black-and-white movies. When I work in the British Library, my workspace is always covered with multicoloured pens and bright yellow A2 vibrant mind maps. It must look brash and Technicolor to those who are happy to work in the monochrome world of white A4 paper and black pens…..

…. I now run seminars for academic staff across UK universities to educate lecturers about the distinctive pattern of strengths and weaknesses that characterises dyslexia and to inform them of ways to support their graduate students. For example, I explain how to use colour-coded mind maps as the basis for discussion of doctoral or masters thesis chapters instead of monochrome linear notes.’

Rebecca Loncraine from article in the THES

‘I find the process of handing in drafts … a very useful one. I had very little experience of this at undergraduate level. It makes me feel more confident in my writing as I know that I can rework ideas if they are not appropriate or inarticulately stated. My tutor also makes general comments which they say are to be accepted or excluded as I think best. This makes me feel very much in control of the direction of my work and more confident.’

MLitt student with moderate dyslexia