Time management for productivity
It is all too easy to work hard, in terms of putting in time and effort, while achieving next to nothing. One very useful way of overcoming this problem and making sure that your work is always on-target is to stop and check that you are always in one of the roles outlined below. Through appreciating which one you are in, or should be in, at any particular time, your work will become much more productive.
There are four main roles in which research students need to operate, and they are presented below roughly in the order in which students need to start occupying them. There will, however, inevitably be a certain amount of to-ing and fro-ing between them and cycling around them.
- An explorer to discover a gap in knowledge around which to form the research question(s) or problem(s) or hypotheses, etc. For those students who know their research problems from the outset, the time spent in the explorer role can be very short, although not non-existent, because the problem still needs some refinement. Other students can spend a considerable time in the role. Most of the time the role is likely to involve reading round the subject, but research can be such a variable undertaking, that students may need to drop into the role at any stage.
- A detective and/or inventor to find solution(s) or answer(s) to the research problem(s) or questions etc. The role is that of a detective where the question or problem is about something unknown and an inventor where the problem is to develop or produce something.
- A visionary or creative thinker to develop an original twist or perspective on the work and a fall-back strategy or safety net if things don’t go according to plan. Also, if necessary, to find a way of ring-fencing nebulous or discrete investigations into a self-contained piece of work appropriate for the award concerned.
- A barrister to make a case in the dissertation or thesis for the answers or solutions to the research problem(s) or questions (rephrased if necessary in terms of terminology appropriate for the work and field of study). Evidence is necessary but never enough; how it is used is all important. Never fall into the trap of assuming that once the data is collected, that is the endpoint.
Subsidiary roles in which research students need to operate
Research students may, of course, occupy other roles at times, such as fire-fighter, manager, negotiator, editor, journalist, etc., but these reflect the sorts of task which everyone, research student or not, has to handle on occasions, and do not generate any sense of overall direction in the research.