Ph.D writing services for Business administration topics

Ph.D writing services for Business administration topics

Doctor of Philosophy (Ph.D.) academic degree requires dedicated writing. If you are PhD student seeking Ph.D writing services for Business administration topics, you can order thesis online. e-research services for writing PhD thesis is available near you. Qualified the professional degree holder expresses pre-proposal one pager where we help to choose PhD thesis topic from PhD candidate’s preference. PhD incorporates a series of course requirements that ensure the acquisition of required knowledge by a student in order to be potential and effective professional. Almost every student aspires for a Ph.D. degree with hasslefree stages. For that you need to spend time on PhD writing everyday. The selection of the right PhD topic is important to keep you interested. But the challenges of writing different PhD chapters, in different academic style is difficult to master in short span of time. Therefore having the right Ph.D. thesis guide or PhD research assistant who can assist in your PhD is a very crucial decision. Read about a PhD student sharing experience here.


Traditionally, the PhD course involves you to study after admission to PhD, this is called PhD coursework. We offer PhD course writing support, or PhD exam online support India. Then you need to appear for PhD eligibility test in University after compulsory attendance in all classes. This study for a few days or a week as per the university norms, helps PhD student to complete substantial knowledge gain that subsequently helps to gain confidence to write whole thesis or a dissertation. In addition, students need to provide a PhD synopsis or PhD thesis research proposal with project implementation, which requires perfect research on the topic with different ideas. Also, they must ensure that their thesis writing for a PhD degree should be well-drafted to avoid the chances of rejection.

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How to Write a Good Concluding Paragraph in research

How to Write a Good Concluding Paragraph in research

Like a good story, a good research output should not stop in the middle. How to Write a Good Concluding Paragraph in research. It should have a satisfying conclusion, one that gives the reader a sense of completion on the subject. Don’t allow your essay to drop off or fade out at the end—instead, use the concluding paragraph to emphasize the validity and importance of your thinking. Remember that  the concluding paragraph is your last chance to convince the reader. (As one cynical but realistic student pointed out, the conclusion may be the last part of your essay the
teacher reads before putting a grade on your paper.) Therefore, make your conclusion count.

Ideas for writing your dissertation conclusions:

1. A summary of the thesis and the essay’s major points (most useful in long essays) -The destruction of the rain forests must be stopped. Although developers protest that they are bringing much-needed financial aid into these traditionally poverty-stricken areas, no amount of money can compensate for what is being lost. Without the rain forests, we are not only contributing to the global warming of the entire planet, we are losing indigenous trees and plants that might someday provide new medicines or vaccines for diseases. Moreover, the replacement of indigenous peoples with corporation-run ranches robs the world of cultural diversity. For the sake of the planet’s well-being, Project Rainforest should be
2. An evaluation of the importance of the essay’s subject -These amazing, controversial photographs of the comet will continue to be the subject of debate because, according to some scientists, they yield the most important clues yet revealed about the origins of our universe.
3. A statement of the essay’s broader implications- Because these studies of feline leukemia may someday play a crucial role in the discovery of a cure for AIDS in human beings, the experiments, as expensive as they are, must continue.
4. A recommendation or call to action -The specific details surrounding the death of World War II hero Raoul Wallenberg are still unknown. Although Russia has recently admitted—after fifty years of denial—that Wallenberg was murdered by the KGB in 1947, such a confession is not enough. We must write our congressional representatives today urging their support for the new Swedish commission investigating the circumstances of
his death. No hero deserves less.
5. A warning based on the essay’s thesis- Understanding the politics that led to the destruction of Hiroshima is essential for all Americans—indeed, for all the world’s peoples. Without such knowledge, the frightful possibility exists that somewhere, sometime, someone might drop
the bomb again.

A quotation from an authority or someone whose insight emphasizes the main point Even though I didn’t win the fiction contest, I learned so much about my own powers of creativity. I’m proud that I pushed myself in new directions. I know now I will always agree with Herman Melville, whose writing was unappreciated in his own time, that “it is better to struggle with originality than to succeed in imitation.”

7. An anecdote or brief example that emphasizes or sums up the point of the essay Bette Davis’s role on and off the screen as the catty, wisecracking woman of steel helped make her an enduring star. After all, no audience, past or present, could ever resist a dame who drags on a cigarette and then mutters about a passing starlet, “There goes a good time that was had by all.”
8. An image or description that lends finality to the essay As the last of the Big Screen’s giant ants are incinerated by the army scientist, one can almost hear the movie audiences of the 1950s breathing a collective sigh of relief, secure in the knowledge that once again the threat of nuclear
radiation had been vanquished by the efforts of the U.S. military.
(◆ For another last image that captures the essence of an essay, see the “open house” scene that concludes “To Bid the World Farewell,” page 222.)
9. A rhetorical question that makes the readers think about the essay’s main point No one wants to see hostages put in danger. But what nation can afford to let terrorists know they can get away with blackmail?
10. A forecast based on the research thesis – Soap operas will continue to be popular not only because they distract us from our daily chores but also because they present life as we want it to be: fast-paced, glamorous, and full of exciting characters.

11. An ironic twist, witticism, pun, or playful use of words (often more appropriate in lighthearted essays) After analyzing and understanding the causes of my procrastination, I now feel better, more determined to change my behavior. In fact, I’ve decided that today is the day for decisive action! I will choose a major! Hmmmm . . . or maybe not. I need to think about it some more. I’ll get back to you, okay? Tomorrow. Really.
12. Return to the technique used in your lead-in (answer a question you asked, circle back to a story, extend a quotation, etc.)
So was Dorothy right in The Wizard of Oz? After the tough summer I spent on our ranch in Wyoming, mending barbed-wire fences and wrestling angry calves, I could think of nothing else on the long bus ride back to school.


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How to Write a Good Concluding Paragraph in research.

What Is a “Working Thesis” statement ?

What Is a “Working Thesis” statement ?


The thesis statement declares the main point or controlling idea of your entire research.  A working thesis statement is Frequently located near the beginning of a short essay, the thesis answers these questions:

“What is the subject of this essay?”

“What is the writer’s opinion on this subject?”

“What is the writer’s purpose in this research topic?” (to explain something? to argue a position? to move people to action? to entertain?).

Consider a “working thesis” a statement of your main point in its trial or rough-draft form. Allow it to “work” for you as you move from prewriting through drafts and revision. Your working thesis may begin as a very simple sentence. For example, one of the freewriting exercises on nature in Chapter 1 (pages 8–9) might lead to a working thesis such as “Our college needs an on-campus recycling center.” Such a working thesis states
an opinion about the subject (the need for a center) and suggests what the essay will do (give arguments for building such a center). Similarly, the prewriting list on running (page 7) might lead to a working thesis such as “Before beginning a successful program, novice runners must learn a series of warm-up and cool-down exercises.” This statement not only tells the writer’s opinion and purpose (the value of the exercises) but also indicates an audience (novice runners).

A working thesis statement can be your most valuable organizational tool. Once you have thought about your essay’s main point and purpose, you can begin to draft your paper to accomplish your goals. Everything in your essay should support your thesis. Consequently, if you write your working thesis statement at the top of your first draft and refer to it often, your chances of drifting away from your purpose should be reduced.

It’s important for you to know at this point that there may be a difference between the working thesis that appears in your rough drafts and your final thesis. As you begin drafting, you may have one main idea in mind that surfaced from your prewriting activities. But as you write, you may discover that what you really want to write about is different. Perhaps you discover that one particular part of your essay is really what you want to
concentrate on (instead of covering three or four problems you have with your current job, for instance, you decide you want to explore in depth only the difficulties with your boss), or perhaps in the course of writing you find another approach to your subject more satisfying or persuasive (explaining how employees may avoid problems with a particular kind of difficult boss instead of describing various  kinds of difficult bosses in
your field).

Changing directions is not uncommon: writing is an act of discovery. Frequently we don’t know exactly what we think or what we want to say until we write it. A working thesis appears in your early drafts to help you focus and organize your essay; don’t feel it’s carved in stone.
A warning comes with this advice, however. If you do write yourself into another essay—that is, if you discover as you write that you are finding a better topic or main point to make—consider this piece of writing a “discovery draft,” extended prewriting that has helped you find your real focus. Occasionally, your direction changes so slightly that you can rework or expand your thesis to accommodate your new ideas. The article on ‘What is A working thesis statement ?’ explains what it is for you are a research scholar.

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How You Can Earn Your Doctoral Degree?

How You Can Earn Your Doctoral Degree?

How You Can Earn Your Doctoral Degree? You had made a wish long time back. One of the few of the best ways to progress in career, is to earn your doctoral degree. There are many options to earn your doctoral degree – a PhD in Management or a DBA degree.

Therefore the question now is should choose a DBA degree or a PhD degree in Management? There are many factors to be considered here, your MBA degree ideally should contribute to the career progression. But if you haven’t got any promotion in the last five years, either vertical or horizontal, you need to reconsider and strategise your career pathway.

This answer also depends much on your interests in MBA specialisation, socio demographic factors, location and your career goals. Remember that both PhD and DBA degrees are the highest level of academic achievement one can earn. Additionally, both are built on MBA degree that you already have. Thirdly, DBA or PhD are both highly respected in academia and business.

Let us understand profile of the two types of candidates applying for Doctoral Degree:

Common profile of PhD candidates

If you are in the early stages of your career, working in junior and middle management ranks, aiming senior management and over 30 years of age, then the obvious choice for you is to pursue a PhD. However bear in mind, PhD has a rigour in its research methods that you need to undergo. Secondly, it is not wise to leave job and enrol in a PhD now unless you are sure to join Ivy league colleges and universities. In addition, if you are truly interested in conducting research, make a career in research and academia, then delve deep in a topic/ topic(s) or would like to pass on your knowledge to university students, a PhD is certainly more suitable for you. Choose interdisciplinary thesis topics to stand out in the PhD world.

Common profile of DBA candidates

Candidates who opt for a DBA are usually older than PhD students, usually in their late 30s or 40s or even older. DBA candidates are seasoned and have significant years of industry work experience. Most of the DBA candidates are willing and attempting to break in to the upper management positions in the company. Most of them have pursued MBA as part time or MBA full time, some DBA aspirants also have dual MBA specialisations.

Both doctoral PhD and DBA degrees lead to a doctor’s title which is the great part. Secondly, the professional value of these degrees is equal in status. They hold equal standing and international acknowledgement in terms of societal or business world perception.

However, there are differences as mentioned above. The DBA degree is considered a professional doctorate that are advanced research degrees, while PhD is an academic doctorate. Both are degrees involve a common methodology to know the truth of a new research topic, by conducting original research, analyzing data, and producing important findings.

PhD research methods is focused on developing theories, addressing a gap between theories, or addressing a gap in the general body of knowledge. The PhD may be more appropriate if you are focused on a faculty career in higher education, or a career as a researcher in a research centre. Mid age career decision requires a carefully chosen approach. The DBA has tremendous attractive offerings for the working professionals, if they are thinking to pursue ultimate degree that can be put to benefit the careers. The above synthesis about PhD in India and DBA in India have shown clear distinctions, would now help you to make your final decision, and help you to earn your doctoral degree.

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Ways of finding relevant material for research

Ways of finding relevant material for research


Ways of finding relevant material for research is a topic that is useful for dissertation writers in University.

Search electronic sources

Searching electronic databases is probably the quickest way to access a lot of material. Guidance will be available via your own department or school and via the relevant Information Librarian.

There may also be key sources of publications for your subject that are accessible electronically, such as collections of policy documents, standards, archive material, videos, and audio-recordings.

References of references

If you can find a few really useful sources, it can be a good idea to check through their reference lists to see the range of sources that they referred to. This can be particularly useful if you find a review article that evaluates other literature in the field. This will then provide you with a long reference list, and some evaluation of the references it contains.

Hand searching of journals

No electronic literature search can be 100% comprehensive, as the match between search terms and the content of articles will never be perfect. An electronic search may throw up a huge number of hits, but there are still likely to be other relevant articles that it has not detected. So, despite having access to electronic databases and to electronic searching techniques, it can be surprisingly useful to have a pile of journals actually on your desk, and to look through the contents pages, and the individual articles.

Often hand searching of journals will reveal ideas about focus, research questions, methods, techniques, or interpretations that had not occurred to you. Sometimes even a key idea can be discovered in this way. It is therefore probably worth allocating some time to sitting in the library, with issues from the last year or two of the most relevant journals for your research topic, and reviewing them for anything of relevance.

Blaxter et al. (2001:103) recommend this method, in addition to other more systematic methods, saying:
‘Take some time to browse – serendipity is a wonderful thing.’


Collecting research material

To avoid printing out or photocopying a lot of material that you will not ultimately read, you can use the abstracts of articles to check their relevance before you obtain full copies.
EndNote and RefWorks are software packages that you can use to collect and store details of your references, and your comments on them. As you review the references, remember to be a critical reader (see Study Guide What is critical reading?).

Keeping a record of all research journals

Keeping a record of your search strategy is useful, to prevent you duplicating effort by doing the same search twice, or missing out a significant and relevant sector of literature because you think you have already done that search. Increasingly, examiners at post-graduate level are looking for the detail of how you chose which evidence you decided to refer to. They will want to know how you went about looking for relevant material, and your process of selection and omission. You need to check what is required within your own discipline. If you are required to record and present your search strategy, you may be able to include the technical details of the search strategy as an appendix to your thesis.

But if you are still unsure and stuck in writing literature review for your journal paper manuscript, drop an


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Tips for writing literature review in dissertation

Tips for writing literature review in dissertation

Here are some of the tips for writing literature review in dissertation.

Understand what is a literature review?

The ability to review, and to report on relevant literature is a key academic skill. A literature review:
situates your research focus within the context of the wider academic community in your field;
reports your critical review of the relevant literature; and
identifies a gap within that literature that your research will attempt to address.

To some extent, particularly with postgraduate research, the literature review can become a project in itself. It is an important showcase of your talents of: understanding, interpretation, analysis, clarity of thought, synthesis, and development of argument. The process of conducting and reporting your literature review can help you clarify your own thoughts about your study. It can also establish a framework within which to present and analyse the findings. After reading your literature review, it should be clear to the reader that you have up-to-date awareness of the relevant work of others, and that the research question you are asking is relevant. However, don’t promise too much! Be wary of saying that your research will solve a problem, or that it will change practice. It would be safer and probably more realistic to say that your research will ‘address a gap’, rather than that it will ‘fill a gap’.

When to review the literature

With small-scale writing projects, the literature review is likely to be done just once; probably before the writing begins. With longer projects such as a dissertation for a Masters degree, and certainly with a PhD, the literature review process will be more extended.
There are three stages at which a review of the literature is needed:
 an early review is needed to establish the context and rationale for your study and to confirm your choice of research focus/question;
 as the study period gets longer, you need to make sure that you keep in touch with current, relevant research in your field, which is published during the period of your research;
 as you prepare your final report or thesis, you need to relate your findings to the findings of others, and to identify their implications for theory, practice, and research. This can involve further review with perhaps a slightly different focus from that of your initial review.
This applies especially to people doing PhDs on a part-time basis, where their research might extend over six or more years. tips for writing literature review in dissertation. You need to be able to demonstrate that you are aware of current issues and research, and to show how your research is relevant within a changing context.

How to start with literature review for your research 

Reading anything on your research area is a good start. You can then begin your process of evaluating the quality and relevance of what you read, and this can guide you to more focussed further reading.
 What is the specific thesis, problem, or research question that my literature review helps to define?
 What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research? qualitative research?
 What is the scope of my literature review? What types of publications am I using (e.g., journals, books, government documents, popular media)?
 What discipline(s) am I working in (e.g., nursing, psychology, sociology, medicine)?

If you are satisfied with the above article on tips for writing literature review in dissertation, then we are more than happy. But if you are still unsure and stuck in writing literature review for your dissertation, drop an email/ tips for writing literature review in dissertation

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How to do thematic Analysis for your research

How to do thematic Analysis for your research

Wondering about how to do thematic Analysis for your research for your PhD thesis or MBA dissertation? Thematic analysis is the process of identifying patterns or themes within qualitative data. Braun & Clarke (2006) suggest that it is the first qualitative method that should be learned as ‘ provides core skills that will be useful for conducting many other kinds of analysis’ (p.78). A further advantage, particularly from the perspective of learning and teaching, is that it is a method rather than a methodology (Braun & Clarke 2006; Clarke & Braun, 2013). This means that, unlike many qualitative methodologies, it is not tied to a particular epistemological or theoretical perspective. This makes it a very flexible method, a considerable advantage given the diversity of work in learning and teaching.
There are many different ways to approach thematic analysis (e.g. Alhojailan, 2012; Boyatzis,1998; Javadi & Zarea, 2016). However, this variety means there is also some confusion about the nature of thematic analysis, including how it is distinct from a qualitative
content analysis (Vaismoradi, Turunen & Bonda, 2013). In this example, we follow Braun & Clarke’s (2006) 6-step framework. This is arguably the most influential approach, in the social sciences at least, probably because it offers such a clear and usable framework for doing thematic analysis.
The goal of a thematic analysis is to identify themes, i.e. patterns in the data that are important or interesting, and use these themes to address the research or say something about an issue. This is much more than simply summarising the data; a good thematic analysis interprets and makes sense of it. A common pitfall is to use the main interview questions as the themes (Clarke & Braun, 2013). Typically, this reflects the fact that the data have been summarised and organised, rather than analysed.
Braun & Clarke (2006) distinguish between two levels of themes: semantic and latent. Semantic themes ‘…within the explicit or surface meanings of the data and the analyst is not looking for anything beyond what a participant has said or what has been written.’ (p.84). The analysis in this worked example identifies themes at the semantic level and is representative of much learning and teaching work. We hope you can see that analysis moves beyond describing what is said to focus on interpreting and explaining it. In contrast, the latent level looks beyond what has been said and ‘…starts to identify or examine the underlying ideas, assumptions, and conceptualisations – and ideologies – that are theorised as shaping or informing the semantic content of the data’ (p.84). Here are the steps for how to do thematic Analysis for your research!


Step 1 of Thematic analysis : Become familiar with the data.

The first step in any qualitative analysis is reading, and re-reading the transcripts. The interview extract that forms this example can be found in Appendix 1. You should be very familiar with your entire body of data or data corpus (i.e. all the interviews and any other data you may be using) before you go any further. At this stage, it is useful to make notes and jot down early impressions. Below are some early, rough notes made on the
extract: The students do seem to think that feedback is important but don’t always find it useful. There’s a sense that the whole assessment process, including feedback, can be seen as threatening and is not always understood. The students are very clear that they want very specific feedback that tells them how to improve in a personalised way. They want to be able to discuss their work on a one-to-one basis with lecturers, as this is more personal and also private. The emotional impact of feedback is important.


Step 2 of Thematic analysis : Generate initial codes.

In this phase we start to organise our data in a meaningful and systematic way. Coding reduces lots of data into small chunks of meaning. There are different ways to code and the method will be determined by your perspective and research questions. We were concerned with addressing specific research questions and analysed the data with this in mind – so this was a theoretical thematic analysis rather than an inductive one. Given this, we coded each segment of data that was relevant to or captured something interesting about our research question. We did not code every piece of text. However, if we had been doing a more inductive analysis we might have used line-by-line coding to code every single line. We used open coding; that means we did not have pre-set codes, but developed and modified the codes as we worked through the coding process. We had initial ideas about codes when we finished Step 1. For example, wanting to discuss feedback on a one-to one basis with tutors was an issue that kept coming up (in all the
interviews, not just this extract) and was very relevant to our research question. We discussed these and developed some preliminary ideas about codes. Then each of us set about coding a transcript separately. We worked through each transcript coding every segment of text that seemed to be relevant to or specifically address our research question. When we finished we compared our codes, discussed them and modified them before moving on to the rest of the transcripts. As we worked through them we generated new codes and sometimes modified. existing ones. We did this by hand initially, working through hardcopies of the transcripts with pens and highlighters. Qualitative data analytic software (e.g. ATLAS, Nvivo , MAXQDA etc.), if you have access to it, can be very useful, particularly with large data sets. Other tools can be effective also; for example, Bree & Gallagher (2016) explain how to use Microsoft Excel to code and help identify themes. While it is very useful to have two (or more) people working on the
coding it is not essential. In Appendix 2 you will find the extract with our codes in the margins.


Step 3 of Thematic analysis :  Search for themes.

As defined earlier, a theme is a pattern that captures something significant or interesting about the data and/or research question. As Braun & Clarke (2006) explain, there are no hard and fast rules about what makes a theme. A theme is characterised by its significance. If you have a very small data set (e.g. one short focus-group) there may be considerable overlap between the coding stage and this stage of identifying preliminary themes. In this case we examined the codes and some of them clearly fitted together into a theme. For example, we had several codes that related to perceptions of good practice and what students wanted from feedback. We collated these into an initial theme called The purpose of feedback.
At the end of this step the codes had been organised into broader themes that seemed to say something specific about this research question. Our themes were predominately descriptive, i.e. they described patterns in the data relevant to the research question. Table 2 shows all the preliminary themes that are identified in Extract 1, along with the codes that are associated with them. Most codes are associated with one theme although some, are associated with more than one (these are highlighted in Table 2). In this example, all of the codes fit into one or more themes but this is not always the case and you might use a ‘miscellaneous’ theme to manage these codes at this point.


Step 4 of Thematic analysis :  Review themes.

During this phase we review, modify and develop the preliminary themes that we identified in Step 3. Do they make sense? At this point it is useful to gather together all the data that is relevant to each theme. You can easily do this using the ‘cut and paste’ function in any word processing package, by taking a scissors to your transcripts or using something like Microsoft Excel (see Bree & Gallagher, 2016). Again, access to qualitative data analysis software can make this process much quicker and easier, but it is not essential. Appendix 3 shows how the data associated with each theme was identified in our worked example. The data associated with each theme is colour-coded. We read the data associated with each theme and considered whether the data really did support it. The next step is to think about whether the themes work in the context of the entire data set. In this example, the data set is one extract but usually you will have more than this and will have to consider how the themes work both within a single interview and across all the interviews.
Themes should be coherent and they should be distinct from each other. Things to think about include:
• Do the themes make sense?
• Does the data support the themes?
• Am I trying to fit too much into a theme?
• If themes overlap, are they really separate themes?
• Are there themes within themes (subthemes)?
• Are there other themes within the data?
For example, we felt that the preliminary theme, Purpose of Feedback ,did not really work as a theme in this example. There is not much data to support it and it overlaps with Reasons for using feedback(or not) considerably. Some of the codes included here (‘Unable to judge whether question has been answered/interpreted properly’) seem to relate to a separate issue of student understanding of academic expectations and assessment criteria. We felt that the Lecturers theme did not really work. This related to perceptions of lecturers band interactions with them and we felt that it captured an aspect of the academic environment. We created a new theme Academic Environment that had two subthemes: Understanding..


Step 5 of Thematic analysis : Define themes.

This is the final refinement of the themes and the aim is to ‘..identify the ‘essence’ of what each theme is about.’.(Braun & Clarke, 2006, p.92). What is the theme saying? If there are subthemes, how do they interact and relate to the main theme? How do the themes relate to each other? In this analysis, What students want from feedback is an overarching theme that is rooted in the other themes. Figure 1 is a final thematic map that illustrates the relationships between themes and we have included the narrative for What students want from feedback below.


Step 6 of Thematic analysis: Writing-up.

Usually the end-point of research is some kind of report, often a journal article or dissertation. Table 4 includes a range of examples of articles, broadly in the area of learning and teaching, that we feel do a good job of reporting a thematic analysis.


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Financial difficulties for thesis progress, a survival guide for PhD students

Financial difficulties for thesis progress, a survival guide for PhD students


Understanding PhD finances and application

Ever since there is a seed of passion to pursue a doctoral degree is born, there are a range of difficulties that one is likely to face. These are Financial difficulties for thesis progress, a survival guide for PhD students.  As a doctoral student myself, I found that cracking the PhD entrance examination and facing the PhD teaching fraternity in proving my research interest area is rather difficult. The real challenges for my doctoral thesis was time and money as most of the PhD courses are extremely pricey as they are the pinnacle of the education that you have opted for. Though the doctoral studies like the graduates ones are themselves beyond the reach of most of the students, I have seen my PhD batchmates opting out and looking for jobs during PhD instead of pursuing this final degree. This higher education system has been outpacing the living costs is a barrier for many as I can say my friends who opted out of PhD, would have made a finer professor than myself. I came across PhD discussion boards and found which have one particular only for PhDs which caught my attention.


My Experience in PhD application

Over there, the mates which I met in the discussion board was discussing about specific issues that related to the cost factor in a doctoral thesis. There are many challenges like request for extension of the thesis submission date, that is quite normal amongst students. The evaluation of student progress in the university desired format also is linked to the financial aid. This is infact regulated by the federal regulations which requires evaluation of student in terms of progress made. However, there can be situations where the collection of primary data from the field work in order to meet the proposed sample size can overshoot the budget. Financial planning for the research requires an estimation as the planned approach. This will help to understand and plan for the sample size achievability factor in the given time frame. Here are some tips on Financial difficulties for thesis progress, a survival guide for PhD students.


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