Strategies for Completing Your Research Degree: Insights from Dr. Alexia Lennon

1. How to complete and develop your capabilities Presented by Dr Alexia Lennon (CARRS-Q) with thanks to Prof Rachel Parker Faculty of Business

2. The problem of non completion…. Matt Groening

3. The problem of non-completion… • Common reasons for withdrawal • Change in personal priorities • Changed employment circumstances • Changed family commitments • Other difficult personal commitments • Illness • Intellectual isolation • Inaccessibility of supervisor • Research degree study not what expected • Loss of interest in topic • Cannot see way forward in research • Change in topic direction

4. Choosing a topic which is manageable • Compare scope with finished dissertations • Consider dividing topic into sub-components –are the components sufficient on their own? • Be realistic about what is achievable in 3 years • Don’t be afraid of the need for ‘original contribution’ • Be cautious about ‘radical’ topics or methods

5. Reading and writing • Read with a purpose • Read effectively Writing • Begin early • Structure it into your day • Break it down • Prepare to re-write

6. Don’t over-read Matt Groening

7. Student – supervisor relationship • Discuss expectations • Meetings- regular & prepare in advance • Feedback - ask specific questions • Discuss work with others • Try to manage conflicts with an open mind & be aware of the need to accept criticism • Be aware of supervisor’s responsibilities • Be aware of your responsibilities

8. Communicate with your supervisor • Shared expectations: • Frequency of meetings • Nature and extent of feedback (ongoing) • Goals and timelines for thesis tasks (ongoing) • Developmental opportunities (conferences, publishing) • Principles of co-authorship • Skills gaps and training opportunities

9. The problem of motivation Matt Groening

10. Motivation • Why are you doing a research higher degree? (you need a purpose) • Try to avoid intellectual isolation • Build networks • Attend the seminar program • Participate in social functions • Accept that there will be bad times • Set achievable goals • Establish a daily routine - work for a fixed number of hours each day • If you are bored – move on to something else • Maintain a balanced life

11. Other professional activities • Tutoring provides you with critical teaching experience & money • Conferences • Expose you to latest ideas in your field • Provides you with critical feedback • Don’t attempt until your ready • Publications – practice academic writing – critical for employment – provide sense of achievement • Don’t over-do the ‘extras’

12. Monitor progress • Regular meetings • Timelines observed • Use annual reports • Monitor not just thesis progress but capabilities development • Confront impediments (personal problems)

13. Capability development – look beyond your supervisor • Central role of supervisor as ‘expert’ in traditional model • Expectations of supervision are too high? • An open / community approach to learning as a means of supplementing the student-supervisor relationship

14. Case study 1APAI • CI of large ARC linkage project • Two PhDs focused on different aspects of topic • PhDs work as RAs conducting research at industry partner offices • Cross-institutional supervision • Regular independent student meetings • Regular workshops with industry partners • Regular project meetings • Each student is engaged in coursework methods training & has a conference/publishing plan

15. Advantages of Case Study 1 • Integration (with current work of supervisors) • Students learn in multiple sites • 2 universities • 3 industry partners • Project workshops • Project meetings • Academic conferences • Coursework training • Project team (including academics & RAs) • Student cohort

16. Case study 2A scholarly writing group • Learn about writing through its practice in a group context: • Groups of 4 meeting fortnightly over 12 weeks • Work on scholarly writing project • Self-identify project and deadlines • Maintain reflective journal • Review each others work • Receive feedback and discuss response • Incorporate feedback

17. Case Study 2: Weekly Program • Meeting 1: rules agreed (including confidentiality, commitment), readings & journal distributed • Meeting 2: reflections on features of good scholarly writing, themselves as scholarly writers • Meeting 3: evaluating scholarly writing – generation of criteria for different types • Meeting 4: progress on projects, problems • Meeting 5: workshop on giving and receiving feedback (expectations and fears) • Meeting 6: discussion of insights gained from reviewers comments and the way comments would be incorporated

18. Case Study 2Advantages and problems • Participants reported positive characteristics of program were shared experience, confidence building, reduced isolation and solitude, improved networks • Participants reported having learned about writing from both giving and receiving feedback • Limitation: many participants were undecided as to whether program improved their writing – possibly because of short time frame of program – indicating need for further learning opportunities

19. Create your own community • Organise a journal club with students in the same research field • Ask your supervise to arrange a writing group amongst her/his students or set up one of your own • Attend seminars, workshops, methods training courses when offered at a School, Faculty or University level