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Файл:Master's Degree. Education and research. Part 1. Tutorial
.pdf
The Ministry of Education and Science of the Russian Federation
Kazan National Research Technological University
A. R. Nurutdinova
MASTER’S DEGREE:
EDUCATION AND RESEARCH
Part 1
Tutorial
Kazan
KNRTU Press
2017
2
UDK 811.111(85)
Nurutdinova A. R.
Master's Degree: education and research :
/
A. R. Nurutd inova;
Federation, Kazan Nation
Kazan :
KNRTU Press, 2017.
ISBN
ISBN
BBK Ш143.21–923
Published by the decision of the Editorial Review Board
of the Kazan National Research Technological University
Ph.D. in Education, Dean of the Faculty of Humanities, University
of Management «TISBI», Associate Prof. G. G. Amirova
D.Sc in Education, Kazan Federal University, Prof. E. M. Galishnikova
The Minist ry of Educatio n and Scienc e of the Ru ssian
– 160 p.
978-5-7882-2186-1
978-5-7882-2187-8 (p. 1)
Presented tutorial "Masters' Degree: education and research" is the
educational and methodological support to the system of Postgraduate Education at
Kazan National Research Technological University.
The tutorial is intended for full-time graduate and postgraduate students in
the humanities, natural and technical areas of training; for candidates and
researcher s who are prepari ng for the PhD exami nation in the Engli sh language;
for training courses on “The Specialized Professionally Focused Translation
(English)" and “The English language (technical translation)”; for students
obtaining additional qualification “Translator in the sphere of professional
communication”, and for independently self-study English course.
Assignments for workshops and independent work are directed to formation
of skills in reading scient ific and technical texts, annotating and s ummarizing of
the studied literature and also for development of the oral scientific speech skills.
Prepared at the department of Foreign languages for professional
communication.
ISBN 978-5-7882-2187-8 (p. 1) © Nurutdinova A. R., 2017
ISBN 978-5-7882-2186-1 © Kazan National Research Technological
Reviewers:
Tutorial : in 2 parts. P. 1.
al Research Technological University. –
UDK 811.111(85)
BBK Ш143.21–923
Universit y, 2017
3
TABLE OF CONTENT
INTRODUCTION
4
MODULE I. DEPARTMENTS, MAJORS, AND PROGRAMS
UNIT 1. ACADEMIC DEPARTMENTS AND PROGRAMS
7
Article A. Education for the twenty-first century: exploding knowledge
Article C. KNRTU: overview (structural and academic divisions)
22
UNIT 1.1. REVIEW
30
SUBJECTS
35
Article A. Reasons to apply for a Masters’ Degree
Article D. KNRTU: the programs leading to the PhD degrees
37
79
UNIT 1.2. REVIEW.
81
UNIT 3. ROLE OF RESEARCH SUPERVISOR
92
Article A. 10 truths a PhD supervisor will never tell you (part 1)
Article C. Research supervision: ground rules and expectations
94
105
UNIT 1.3. REVIEW.
108
UNIT 4. STATEMENT OF RESEARCH INTERESTS AND GOALS
113
Article A. What is a research statement?
Article D. How to write a strong thesis statement
115
125
UNIT 1.4. REVIEW.
131
APPENDIX I: Professional Communication
136
APPENDIX II: Samples of the R esearch S tatements
142
APPENDIX III: Action Verbs Listed By Functional Skill Area
157
REFERENCE
159
OF STUDY
(Science and Technology)
Article B. Studying Masters’ degree vs. having work experience
UNIT 2. MASTERS’ DEGREE PROGRAMS: MAJOR AND MINOR
Article B. KNRTU: the program s le ading t o the M.S . deg re es
Article C. Things you should consider before embarking on a PhD: the ideal
research program you envision isn’t what i t appe ars t o be…
Article B. 10 truths a PhD supervisor will never tell you (part 2)
7
11
19
42
72
100
Article В. Writing the research statement
Article C. Creating the research s tatement
119
123
4
INTRODUCTION
The XXI century is «the century of polyglots», where the knowledge
of several foreign languages becomes a necessary condition for the
information (post-industrial) society. Consequently, the knowledge of
foreign languages is the essential requirement to any specialist. The
approach to education in general and language education in particular is
changing due to the new conditions of society development; and this
explains the need to rethink not only the concept of higher education, but
the concept of language education in the new environment.
The tutorial is designed in accordance with the program's discipline
taking into account the cross-cultural characteristics of scientific activity in
the universities of our country and abroad. While selecting the original
texts the author has tried to ensure that each text has a general scientific
character and is full of vocabulary connected with the research activity.
Active lexical minimum benefits to the defined themes.
The given tutorial consists of 4 units, each including a number of
original texts according to the subject of the sections; complex quasispeech and speech exercises, communicative situations of monologue
speech, and samples that meet the principles of modern communication
techniques; and the revision part for each unit.
The tutorial is aimed at the formation of the following competencies:
1) to develop the communicative skills in different types of speech
activity: annotating, summarizing skills of scientific literature;
2) to use a foreign language as a means of academic communication;
3) to analyze a nd process cont ext informatio n, including rel ating to new
areas of knowledge that are not directly related to the sphere of
professional activity;
4) to conduct research and obtain new scientific and applied results using
the foreign language;
5) to execute and present the results of independent research in the foreign
language;
6) to improve and develop the intellectual and cultural level, to seek moral
and physical development of the personality;
7) to participate in the international professional networking communities
in specific areas;
5
8) to use local and foreign sources, to collect the necessary data
and prepare an overview of the information and / or analysis
report;
9) to use the for eign l anguage in the ac ademi c c ommunication and public
speaking, negotiation, meetings, business correspondence and
maintenance of electronic communication;
10) to find and process information using a variety of methods and applied
scientific research in accordance with the task;
11) to use the basic vocabulary and grammar of the foreign language, the
basics of spoken language;
12) to read and understand the texts in professional sphere, to be able to
convey their content in Russian and foreign languages;
13) to execute and present the results of scientific and ap-
plied research in oral and written form, using the foreign
language.
6
ADDRESS TO YOUNG RESEARCHERS1
The dissertation is the final stage of the Masters degree and provides
you with the opportunity to show that you have gained the necessary skills and
knowledge in order to organize and conduct a research project.
It should demonstrate that you are skilled in identifying an area, or areas,
suitable for research:
- setting research objectives;
- locating, organizing and critically analyzing the relevant secondary data
and authoritative litera ture;
- devising an appropriate research methodology;
- analysing the primary data selected and drawing on the literature in the field;
- drawing conclusions;
- making relevant recommendations and indications of areas for further
research.
A dissertation is a ‘formal’ document and there are ‘rules’ t hat govern
the way in which it is presented. It must have chapters that provide an
introduction, a literature review, a j ustification of the data selected for anal ysis
and research methodology, a nalysis of the data and, finally, conclusi ons and
recommendations. Where the subject is based around a business or applied
situation recommendations for action may also be required. Your Program
Director or course dissertation coordi nator will approve advice on the ran ge of
suitable topics, which relate to the subject area of your Masters degree.
The Masters level dissertation is distinguished from other forms of
writing by its attempt to analyze situations in terms of the ‘bigger picture’ . It
seeks answers, explanations, makes comparisons, and arrives at
generalizations, which can be used to ext end theory. As well as explaining
what can be done, it addresses the underlying why. T he most successful
dissertations are those, which are specific and narrowly focused.
N.B. These notes have been produced for general guidance only and you
are required to read the recommended texts and journal papers on research
techniques appropriate to the research methods of your subj ect discipli ne. You
are not to use these notes as justification or reference fo r any methodological
approaches or techniques in your dissertation.
1
http://www2.hw.ac.uk/sml/postgraduate/downloads/dissertations/dissertationguide.pdf.
7
MODULE I. DEPARTMENTS, MAJORS,
AND PROGRAMS OF STUDY
UNIT 1.1. ACADEMIC DEPARTMENTS AND PROGRAMS
1. Study the meaning of the following word combinations and compose
sentences connected to Science, Research, and Technology.
Scientific and technologi cal innovations, unprecedented socio-economic
challenges, amazing cultural reawakening, yesterday's educational programmes,
to jeopardize education's reputation, technology of education, technology in
education, the exponential growth of knowledge, exploding knowledge, the
mainspring of the growth of knowledge, extraordinarily high, special
significance for f uture-oriented edu cation, the fusion of knowle dge, autom ationcommunication tech nology base, the oretical kno wledge, the applied knowledge,
to go hand in hand, spin-off effects, a new level of integration, protection
(defence) of master's thesis is not allowed, securing theme master's thesis,
research direction, in accordance with, the highly skilled experts, annotated
master's program, based on the applicati on of a student , is appoint ed scientifi c
adviser, submitted for the approval to the supervisor, results of research, the
report on the research work of a student, to be submitted to the department.
2. Translate the following English sentences into Russian.
1) Education must be visionary and future-oriented, in the face of stunnin g
scientific and technological innovations and changes, unprecedented socioeconomic challenges and op portunities, surprising s ocio-political reforms,
and amazing cultural reawakening.
2) Humanity's life and destiny and their meaning and purpose are perhaps
more than what this mode of knowledge comprises; but without this
knowledge surge in history, mankind surely would have been so much
less.
3) The great turning points in the e volution of hu man societ ies are ma rked by
new knowledge, new in ventions, and new applications: t hus the transition
from the agricultura l base to the industrial base , and now in the advanced
countries, from the industrial base to automation-communication technology
base, ushering in what has been called the “post-industrial” society.
8
4) The developing countries face the challenge of creating for themselves
pathways of learning, which may lead to the mainstream of the kno w l e dge
revolution: it is clear that this cannot be accomplished by one-small-stepat-a-time progression and it has to be a development leap, nor do the
pathways lie along the imprints of other development models.
5) They are knowledge generators; they are also centres of innovation; and
importantly they are service centres for their communities, facilitating and
promoting change and development.
6) The complex of intellectual institutions will grow and diversify,
embodying new institutionalised forms of development and innovation
processes, and in modes of operation and control which are li kely to be
highly decentralized rather than monopolistic of knowledge-based power.
7) In education these modes of human apprehension are of the very substance
of educational action if education is to be anything more them a
mechanical exercise in conditioning.
8) “Human” and genetic engineering have the power to modify human
bodies, characteristics and mental abilities and intervene in the course of
evolution, adding these profound powers to the economic and
organisational structures in which so much of science-technology growth
is meshed, and we have to face the dreadful thought that whatever sciencetechnology would make a pr ofit for an ente rprise or wou ld contribute to a
nation's prowess to make war, that sci ence and that technology would be
developed and the “enterprise skills” needed for it would be nurtured.
9) The type of knowledge that gives us even more than knowledge and
invention has also to deepen to t hose sensibilities; perc eptions and i nsights
that help us judge and discern what knowledge is most worth.
3. Give the English equivalents to the following word com binations; m ake
up sentences describing your department, faculty.
Процесс понимания, доступ и создание знаний, информатизация и
компьютеризация, централизованный, бюрократический, задача
создания, пути обучения, в рамках, общие цели в области развития,
расширение возможностей образования, непредсказуемость
меняющегося мира, ставить под сомнение, суеверие и идеологическая
близорукость, поощрение и стимулирование изменений, в высшей
степени децентрализована, смягчение остроты социально-экономических
проблем, существенные ограничения науки, игнорировать ограничения
науки и техники, гносеологические, охватывающий атрибут
9
человеческого сознания, экономические и организационные структуры,
руководство по применению, научно-исследовательская практика,
выбирать направление после зачисления в магистратуру, научнопроизводственная практика, подготовка магистерской диссертации,
научно-исследовательская работа, основная образовательная
программа подготовка магистров, руководство образовательной и
научной деятельностью магистранта, выбор научного исследования в
течение первого семестра, должны быть оформлены в письменном виде
(отчет), итоговая оценка в форме зачёта.
4. Express your opinion on the following quotations. Prepare a short report
regarding the following quotations.
1) “The worl d has never changed s o rapidly. Beginnin g in the 1950s a series
of technological revolutions co mmenced. Three of these now exist. The y
are based on the technologies of the silicon chip, which has generated the
information revolution; the manipulat ion of the D NA m olecul e, which ha s
created the biotechnology revolution, and the creation of new advanced
industrial materials. There is no reason not to think that these three will not
be joined by others in the 1990s.”
2
2) “When an advanced a nd excellent technology is widel y diffused to other
fields, it becomes innovative technology by its spin-off effects. It is
indispensable that a new technol ogy should be developed into industrial
technology and a system of excellent management, in order to contribute
to the development of industry and business.”
3) “Increasingly, wealth and prosperity are dependent on knowledge and
skill. Developed countries have never been so creative and innovative.
They are deluging the world with new products and services based on their
brainpower and creativity. Their economic prosperity is based on the
utilization of intellectual property and resources in the arts, the sciences
and the technologies, and through the development of highly skilled and
continually learning work-forces.”
4) “.... It is science alone that can solve the problems of hunger, poverty,
insanitation, illiter acy, superstition; deade ning custom and tradi tion.... halt
the degradation of the human condition.... And bring about socio-
economic and political changes conductive to development, to reducing
2
Report of the Ro und Table (International Symposium and Round Table, Beijing, People's Republic
of China, November-December 1990).
10
the miseries and stag - nation of traditional societies through
modernization....”
5) “U nlike the science paradigm which totally rejected the ancient spiritualistic-
holistic paradigm, the newly emerging world view will not rej ect science.
Science and Mind will be integrated in the middle path, elevati ng mankind
to a new level of wisdom. .... Integration will be the new paradigm.”
6) “Mankind would no doubt continue to seek knowledge through science,
rational argument, and int uit ion i n order to make peace with na ture . But at
this crucial moment of evaluating the past. It may need more wisdom,
more humanity than mere technical knowledge.”
7) “I consider science as an integrating part of our endeavour to answer the one
great philosophical question which embraces all others, the one that Plotinus
expressed by his brief : “Who are we?” And more tha n that, I consider this
not one of the tasks, but the task of science, the only one that really counts.”
8) “Up to the a ge of thirty, or beyond it, poetry of many kinds.... ga ve me
great pleasure, and even as a school boy, I took intense delight in
Shakespeare.... pictures gave me considerable and music very great
delight. But now for many years I cannot endure t o rea d a li ne of poet ry... .
I have also lost almost any taste for picture or music... My mind seems to
have become a kind of machine for grinding general laws out of large
collections of facts, but why this should have caused the atrophy of that
part of the brain alone, on which the higher tastes depend, I cannot
conceive.... The loss of these tastes is a loss of happiness, and may
possibly be injurious to the intellect, and most probably to the moral
character, by enfeebling the emotional part of our nature.”
5. Give the initial forms of the follow ing w ords; tran slate them.
Contributions, unprecedented, watershed, jeopardize, indispensable,
reawakening, contributor, exponential, mainspring, technology-based,
accelerating, being demonstrated, agricultural, understanding, inter-linking,
accessing, creating, revolutionary, increasingly, pervasively, computerisation,
pathways, anticipating, threefol d, facilitating, institutionalised, apprehension,
reductions, disjunction, encompassing, imbalances, dreadful, knowledgeexplosion, discern, sensibility, laissez-faire, perceptions, insights.
6. Think about the ideas, opinions or i ssues involved in article A. Write a
short personal response to article – what is your opinion or reaction to
the following issue?
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