Methodology for Written and Oral Presentation of Research Results
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 136, Issue 2
Abstract
The purpose of the methodology described in this paper is to highlight an effective method for the organization of research results into written and oral forms. Authorities within supervising universities have realized that strong research by a candidate is often obscured by poor presentation, leading to the paper being ignored by the research community and journal reviewers. On the basis of their academic background, the writers of this paper decided to form a set of clear guidelines for writing research papers and giving oral presentations aimed at helping Ph.D. students. To support the effectiveness of the methodology proposed, a statistical analysis has been conducted. The methodology described in this paper was initially intended for use in the fields of computer engineering; however, it is applicable more widely. In conclusion, if the methodology reported in this paper is followed strictly, it is much less likely that a good piece of work would be rejected for publication, and/or remain anonymous, due to inadequate presentation.
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Acknowledgments
The work on this paper was supported through the Bilateral Slovenia-Serbia Scientific Interaction project, sponsored by the ministries of science of Slovenia and Serbia (SEE-ERA.NET, ERA-WESTBALKAN+), partially supported also by FP6 (IST-045472) and FP7 (205494). Most of the guidelines were produced through work on Ph.D. thesis “Interpretation of an e-speranto in Slovenian, Serbian and Russian language” of the first writer. The writers thank Peter Marlin (Oxford University, U.K.), Sarah Jane Reid (Carnegie-Mellon University, U.S.A.), William Robertson (Dalhousie University, Canada), and Tom Lincoln (University of Southern California, U.S.A.) for their comments and insights related to this paper.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 136 • Issue 2 • April 2010
Pages: 112 - 117
Copyright
© 2010 ASCE.
History
Received: Sep 27, 2008
Accepted: Jun 4, 2009
Published online: Jun 5, 2009
Published in print: Apr 2010
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