{
  "issue_key": "vol05-no1-2017",
  "volume": 5,
  "number": 1,
  "season": "Summer 2017",
  "year": 2017,
  "sequence": 6,
  "type": "case-study",
  "section": "Case Study",
  "title": "Developing an Audit Trail for PhD research: a case study",
  "subtitle": null,
  "slug": "developing-an-audit-trail-for-phd-research-a-case-study",
  "corporate_author": null,
  "authors": [
    {
      "given_name": "Nick",
      "family_name": "Papé",
      "credentials": "Dr., PhD",
      "affiliation": null,
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 1
    }
  ],
  "abstract": "This paper focusses on experiences gained throughout PhD study, concentrating on the three stages and intermediate steps necessary to complete the process. This is a practical paper and an example of the dedication and prioritisation needed; it testifies to being an achievable process. The three stages are preparation, pilot study and main study. Each stage necessarily contains several iterative processes, involving reflection, feedback and supervisory consultation.",
  "keywords": [
    "audit",
    "doctoral study",
    "stages",
    "steps",
    "supervision"
  ],
  "first_page": 15,
  "last_page": 21,
  "pdf_start": 14,
  "pdf_end": 20,
  "references": [
    {
      "ordinal": 1,
      "raw_text": "Attwood, A. (2010). 'The learning relationship: Psychoanalytic thinking in education', Journal of Psychodynamic Practice 16(1), pp. 119-122",
      "doi": null,
      "markdown": "Attwood, A. (2010). 'The learning relationship: Psychoanalytic thinking in education', *Journal of Psychodynamic Practice* 16(1), pp. 119-122"
    },
    {
      "ordinal": 2,
      "raw_text": "BACP, (2004). Ethical Guidelines for Researching Counselling and Psychotherapy, (author Professor Tim Bond) Rugby, UK: British Association for Counselling and Psychotherapy.",
      "doi": null,
      "markdown": "BACP, (2004). Ethical Guidelines for Researching Counselling and Psychotherapy, (author Professor Tim Bond) Rugby, UK: British Association for Counselling and Psychotherapy."
    },
    {
      "ordinal": 3,
      "raw_text": "BERA, (2011). Ethical Guidelines for Educational Research, London: British Educational Research Association",
      "doi": null,
      "markdown": "BERA, (2011). Ethical Guidelines for Educational Research, London: British Educational Research Association"
    },
    {
      "ordinal": 4,
      "raw_text": "Butt, T. (2006). A Review of: ‘Studies in Meaning 2: Bridging the Personal and Social in Constructivist Psychology', Journal of Constructivist Psychology 19(1), pp. 91-96.",
      "doi": null,
      "markdown": "Butt, T. (2006). A Review of: ‘Studies in Meaning 2: Bridging the Personal and Social in Constructivist Psychology', *Journal of Constructivist Psychology* 19(1), pp. 91-96."
    },
    {
      "ordinal": 5,
      "raw_text": "Jones, R. A., Mirsalimi, H., Conroy, J. S., Horne-Moyer, H. L., Burrill, C. (2008). The Teaching Alliance Inventory: Evaluating the student-instructor relationship in clinical and counselling psychology training, Counselling Psychology Quarterly 21(3), pp. 223-235",
      "doi": null,
      "markdown": "Jones, R. A., Mirsalimi, H., Conroy, J. S., Horne-Moyer, H. L., Burrill, C. (2008). The Teaching Alliance Inventory: Evaluating the student-instructor relationship in clinical and counselling psychology training, *Counselling Psychology Quarterly* 21(3), pp. 223-235"
    },
    {
      "ordinal": 6,
      "raw_text": "McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy, London: Sage.",
      "doi": null,
      "markdown": "McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy, London: Sage."
    },
    {
      "ordinal": 7,
      "raw_text": "Mishler, E. (1986). Research Interviewing, Context and Narrative, Cambridge MA: Harvard University Press",
      "doi": null,
      "markdown": "Mishler, E. (1986). Research Interviewing, Context and Narrative, Cambridge MA: Harvard University Press"
    },
    {
      "ordinal": 8,
      "raw_text": "Nuthall, G. A. and Alton-Lee, A. G. (1997). Understanding learning in the classroom. Report to the Ministry of Education: Understanding Learning and Teaching Project 3, Wellington: Ministry of Education.",
      "doi": null,
      "markdown": "Nuthall, G. A. and Alton-Lee, A. G. (1997). Understanding learning in the classroom. Report to the Ministry of Education: Understanding Learning and Teaching Project 3, Wellington: Ministry of Education."
    },
    {
      "ordinal": 9,
      "raw_text": "UKQC (United Kingdom Quality Code) (2016). Part B, Chapter B11: Research Degrees, Gloucester: QAA (Quality Assurance Agency).",
      "doi": null,
      "markdown": "UKQC (United Kingdom Quality Code) (2016). Part B, Chapter B11: Research Degrees, Gloucester: QAA (Quality Assurance Agency)."
    },
    {
      "ordinal": 10,
      "raw_text": "Wells, G. (1998). Dialogic Inquiry in Education: Building on the Legacy of Vygotsky, cited in C.D. Lee and P. Smagorinsky (eds.), Vygotskyian perspectives on literacy research, New York: Cambridge University Press, pp. 51-85.",
      "doi": null,
      "markdown": "Wells, G. (1998). Dialogic Inquiry in Education: Building on the Legacy of Vygotsky, cited in C.D. Lee and P. Smagorinsky (eds.), Vygotskyian perspectives on literacy research, New York: Cambridge University Press, pp. 51-85."
    }
  ],
  "notes": [
    "⁷ Title of the research: ‘Perceptions of what Facilitates Learning on Psychodynamic Psychotherapeutic Training Courses: Eight Students' Views’",
    "⁸ University of Bedfordshire"
  ],
  "figures": [
    {
      "kind": "figure",
      "file": "figures/fig-02-p15.png",
      "caption": "Table 2: Papé Audit Trail (PAT) for PhD Research",
      "pdf_page": 15,
      "text_in_image": "Stage 1: Preparation for Research | Stage 2: Pilot Study | Stage 3: The Research (Main Study) | 1.1. Emplace | 2.1 Obtain sample pool | 3.1 Obtain sample | supervision regime | of students | pool of participants | 1.2. Define focus of | 2.2 Randomised choice of | 2.4 Start literature | 3.2 Randomised choice of Further focused literature | research | review | two interviewees | review | subjects for interview | 1.3a Identify | methodology | 1.3. Apply for | 2.3 Commence | 3.3 First interviews | research degree | Interviews | 1.3b Design | research | 2.5 Transcribe interviews | 3.4 Transcribe | 1.3c Prepare | (recordings) | interview recordings | research | 2.6 Submit texts for | 1.4. Ethics | 3.5 Submit transcripts | Edit texts | Edit texts | committee | member checks | for member checks | 3.6 Agree | 1.5. Scrutiny | 2.7 Agree | accuracy | panel | accuracy | 3.7 Reflective (second) | 2.8 Reflective interview | interview | 2.9 Transcribe interviews | 3.8 Transcribe | (recordings) | interview recordings | 2.10 Submit texts for | 3.9 Submit texts for | Edit texts | Edit texts | member checks | member checks | 2.11 Agree | accuracy | 3.10 Agree | accuracy | 2.12 Focused literature | 3.11 Identify appropriate | review | literature | 2.13 Analyse agreed texts | 3.12 Critically | Reflect on text & refine | review | list | literature | 2.14 Researcher reflection | 3.13 Write | Researcher & supervisor | literature | reflection | review | Review tools | & process | 3.14 Transcript and | Researcher & supervisor | texts analysis | reflection | Refine tools & process | Review | Hyposthesis | 3.15 Identify | themes for | discusison | Researcher & supervisor | 2.15 Submit to scrutiny | reflection | panel | 3.16 Prepare | thematic | analysis | Receive recomendations | Researcher & supervisor | 3.17 Write | methodology | reflection | 2.16 Researcher reflection | 3.18 Prepare | 2.17 Incorporate | Researcher & supervisor | 3.19 Make decision on | discussion & | recomendations into study | reflection | Appendicies content | conclusion | 3.20 Submission and | Commence main study | "
    }
  ],
  "files": {
    "html": "index.html",
    "body_markdown": "body.md",
    "pdf": "article.pdf"
  },
  "word_count": 2535,
  "conversion_warnings": [
    "'Table 2: Papé Audit Trail (PAT) for PhD Research' (PDF p.15) is a full-page flowchart captioned as a table; reproduced as a single image (re-cropped to include the Stage 1/2/3 column headings). Its step numbering (e.g. 2.4 Start literature review, 2.14-2.17, 3.12-3.20) differs from the numbering used in the body text, as in the source.",
    "Source numbering error kept: 'Step 3.12' is used twice (Critically review literature; Write literature review).",
    "Table 1 rebuilt as a markdown table from the PDF text (was an image)."
  ],
  "manifest_notes": "Author line 'Dr. Nick Papé, PhD' - no affiliation footnote on the article (footnote 8 'University of Bedfordshire' is the PhD awarding body, not an affiliation; the editorial panel page gives London Churchill College). Practical/methodological reflection presenting the 'Papé Audit Trail (PAT)'. 'Table 1: Stages of Research' (PDF p.14) is a small 3-row text table. 'Table 2: Papé Audit Trail (PAT) for PhD Research' (PDF p.15) is captioned as a table but is a full-page flowchart (vector boxes + 3 small images, 5-7pt text) - treat as a figure/image; its text layer is fragmented. Body uses bold 'Stage N: ...' and 'Step N.N: ...' headings. Source numbering error: 'Step 3.12' is used twice ('Critically review literature' PDF p.18 and 'Write literature review' PDF p.19). Justified headings 'Step 2.2: Randomised choice of 2 interviewees' and 'Step 3.17: Prepare Discussion and Conclusion' extract as one span per word.",
  "source": {
    "pdf": "vol05-no1-2017.pdf",
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}