How to get your Ph.D is an original study guide aimed at prospective and current postgraduate students, covering the process of accessing, undertaking and completing doctoral research in the social sciences and the humanities.

The content is unique in incorporating discussion of the less recognised personal, emotional and organisational demands of independent study. Drawing on a variety of student experiences, the authors apply a case study approach to examine the dilemmas and complexities of postgraduate study.

It is a concise and understandable book covering all that is important for concise critical appraisal of the literature on health and medicine. It is a very good start point for undergraduate and postgraduate students who want to get knowledge about this subject.

"To do justice to the postgraduate journey as experienced by the students, quotations and anecdotes from the author's own research ... are drawn upon. These anecdotes provide vivid insights into the postgraduate experience, thereby livening up the text and providing some solace to those facing similar issues in their postgraduate existence' - Education and Training Journal

From Postgraduate to Social Scientist is essential reading for any postgraduate or new researcher who is interested in a career in the social sciences. The book describes the skills needed for success in moving from being a student to becoming an academic or professional social scientist. Written by experts in the field, Gilbert et al., this book offers a unique insider's view of how to make the transition.

Are you a postgraduate student just beginning to teach? Are you a contract researcher, teaching fellow or instructor who has been asked to do some teaching? If you are, you may feel you have been ‘thrown in at the deep end’. You may quite rightly, feel unprepared for the task, and, like other postgraduate teachers, you may be facing a number of dilemmas: you may not have much time to feel your way into this new role; you may not be happy with what looks like a ‘trial and error’ model of learning to teach; you may even feel you have not had much choice in what you are to teach or what kinds of sessions you’ve been asked to facilitate. Someone in your department may have tried to reassure you -- ‘You know all this stuff. You’ll be fine’ -- on the basis of your first degree, but you may still be worried about whether or not you are really ready to teach.